Projects

During these years we have oriented the aim of the projects to very specific issues that allowed us to know in greater depth various aspects of the pedagogical model of the technological developments that were implemented in the practicum. This one was created research and technological development applied to the practicum and educational practices that sought to maintain a balance between both innovations (pedagogical and technological).

Objectives such as the following were topics of studies:

to. Study of student journals

The central feature of the newspapers is their introspective dimension. I.e., the author of the journal studies and analyzes his own teaching or their own learning, using the methods of introspection or Retrospect. A hallmark of the newspaper is that it is an instrument of analysis of reflective thought of teachers in training and exercise.

Here we would be interested analyze how were these reflections of the students, how they confronted their practices, elements of the recent learning at the Faculty used to do this, How evolved over time, etc. The study was carried out under the "content analysis" method with synchronous and asynchronous analysis techniques.

b. Study of learning and communication in the forums

Here seeks to learn about the issues that concern students and evolve throughout the educational process to compare different courses and changes within the same course.

c. Evaluation and satisfaction of users under polls

All students academic courses offer valuations on the methodology followed and the virtual environment designed in the ePortafolios.

d. Study of the models of supervision

For the majority of teachers and supervisors who participate in the practicum was the first time that a project-based methodology we planteábamos early, with a formative evaluation and using Erubricas and ePortafolios. By what interested us know how developed our teaching, What impact had in learning and how evolved this model with changes every year.

To obtain knowledge on used models we carry out session of debate at the beginning, during and at the end of all the studied courses. Also discussed responses to the questions raised by the students in the ePortafolios supervisors (individual and group). The study was carried out under the "content analysis" method as in the previous section, with synchronous and asynchronous analysis techniques (Cebrian, M., 2010).

e. Usability of virtual environments and tools

Given that we have used different tools over the years, We have applied instruments of usability as your (System Usability Scale) to know the opinion of our students on the best interaction with these softwares.

f. Experimentation with ePortafolios 2005

Precisely because the practicum supervision requires a model of more personalized student attention, LMS technologies use (Moodle, Ilias, WebCT, etc) not offered at that time a specific response with a designed ePortafolio “Ad hoc“. Eventually we were harboring knowledge on how it should be the technical design of a portfolio, e - ePortafolios- in balance and to the teaching model evolved and sofisticaba is.

g. Development and implementation of an Erubrica 2007.

The use of ePortafolios took us over time to search tools that allow communication with students “dialogue” expected learning outcomes and those achieved from the shared interpretation of evidence collected in the ePortafolios. To check that tools there are no at that time providing a technical answer to this need of assessing competency, He began to experiment different uses of Erubricas (from paper, going through excel files and to the use of electronic rubrics) with the passage of time.

f. The role of ICT in the classrooms of nursery and primary: mobile devices and app 2012-17.

Since the 2012 We have been establishing links between pre-school and primary classrooms and our practical practices. Have been developed different experiences where wanted app and are experienced in the classrooms of nursery and primary. In this exercise are different procedures that will allow us to train teachers and researchers on this subject, at the same time, develop a model of continuing education for the teachers in their own classrooms. This line of work projects are: a.) Project eTablet: Video games for infant and primary, and b.) Annotation Practice Project -APP- (2015-17).