Publication: Redes sociales y aprendizaje móvil en Educación Física: creación colaborativa de principios de diseño
Authors
Montiel Ruiz, Francisco José ; Calderón, Antonio ; Sánchez Vera, María del Mar ; Solano Fernández, Isanel María
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Publisher
Edutec. Asociación para el Desarrollo de la Tecnología Educativa
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DOI
https://doi.org/10.21556/edutec.2024.89.3191
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info:eu-repo/semantics/article
Description
© 2024 Edutec, Revista Electrónica de Tecnología Educativa. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/
This document is the Published Manuscript, version of a Published Work that appeared in final form in Edutec, Revista Electrónica de Tecnología Educativa. To access the final edited and published work see https://doi.org/10.21556/edutec.2024.89.3191
Abstract
La Educación Física debe centrarse en el desarrollo
de los dominios físico, cognitivo, social y afectivo del
estudiante, sirviéndose de las potencialidades de
las metodologías activas y el uso de recursos
tecnológicos. Para ello, deben existir principios de
diseño que guíen las estrategias pedagógicodigitales a implementar por parte de los docentes
del área. El objetivo de este estudio es la creación
de estos principios mediante la colaboración de
profesorado y alumnado a través de un proyecto de
intervención colaborativo que tuvo lugar en un
contexto real de aula. El método de investigación se
corresponde con el de Investigación Basada en
Diseño en un proceso iterativo de tres años de
duración para el diseño, implementación y
evaluación de dicha intervención educativa.
Participan diez profesores que imparten docencia a
17 grupos de Educación Secundaria de los niveles
de 4º ESO y 1º de Bachillerato (un total de 372
estudiantes, siendo 189 chicas y 184 chicos). Los
resultados muestran una serie de principios de
diseño para implementar estrategias pedagógicodigitales. Destaca el uso de entornos virtuales de
enseñanza-aprendizaje específicos para Educación
Física que combinen sistemas de gestión de
contenidos, redes sociales y monitorización de
actividad física, así como la inclusión de narrativas
de gamificación. -----------------------
Physical Education should focus on the development of the student's physical, cognitive, social, and affective domains, using, among others, the potential of active methodologies and the use of technological resources. To this end, there must be design principles that guide the pedagogicaldigital strategies to be implemented by teachers in the area. The aim of this study is the creation of these principles through the collaboration of teachers and students through a collaborative intervention project that took place in a real classroom context. The research method corresponds to Design-Based Research, in a threeyear iterative process for the design, implementation, and evaluation of this educational intervention. The participating teachers teach 17 groups of Secondary Education at the 4th ESO and 1st Baccalaureate levels (a total of 372 students, 189 girls and 184 boys). The results of this study show a series of design principles for implementing pedagogical-digital strategies. Gamification narratives to guide teaching programming stand out, as well as the use of virtual teaching-learning environments specific to Physical Education that combine content management systems, social networks and physical activity monitoring.
Physical Education should focus on the development of the student's physical, cognitive, social, and affective domains, using, among others, the potential of active methodologies and the use of technological resources. To this end, there must be design principles that guide the pedagogicaldigital strategies to be implemented by teachers in the area. The aim of this study is the creation of these principles through the collaboration of teachers and students through a collaborative intervention project that took place in a real classroom context. The research method corresponds to Design-Based Research, in a threeyear iterative process for the design, implementation, and evaluation of this educational intervention. The participating teachers teach 17 groups of Secondary Education at the 4th ESO and 1st Baccalaureate levels (a total of 372 students, 189 girls and 184 boys). The results of this study show a series of design principles for implementing pedagogical-digital strategies. Gamification narratives to guide teaching programming stand out, as well as the use of virtual teaching-learning environments specific to Physical Education that combine content management systems, social networks and physical activity monitoring.
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Citation
Edutec, Revista Electrónica de Tecnología Educativa, 2024, Vol. 89, pp. 190-209
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