ERG SES E 13, Gamification and Education
Nowadays, the role of teachers is not only to "teach" some knowledge that will have a limited duration and can be always accessible by other means, but it is to help the student to "learn to learn" in an autonomous way (Monereo, Weise & Álvarez, 2013).
In order to carry out a good initial training of teachers, they must make use of specific teaching tools that make the training complete and effective. Currently, resources and pedagogical tools are revolutionizing the educational practice, since they require the teacher to identify factors and establish criteria to incorporate those quality teaching strategies in their classroom practice (Cárdenas, Zermeño & Tijerina, 2013). For Salinas et. al (2008), it is necessary to consider the need to consider criteria for the selection, use and organization of the teaching media and materials, and the use of instruments and approaches to evaluate the teaching media and materials. All this leads us to think about the importance of an active methodology in the classroom. As mentioned Casanova (2012), consider the methodology and teaching tools, is the only way to invent varied paths for each student transite interested in the goals of education and get them. Not only is there a route to reach the proposed goal, and it is the teacher who must discover which is the most appropriate for each person.
Throughout the history of contemporary Spanish education, the fact of highlighting the importance of recreational activity as the basis of all education has been a constant. Many educators have made explicit mention of the importance of the game for educational action. The didactic game is a powerful element of participation and stimulation (Díaz-Sandoval, 2012; Sarlé, 2006) since it is an activity that promotes the student's identity, helping him at the same time in his socio-affective, cognitive and motor development (Sagastizabal, 2004). Its importance comes mainly from the educational possibilities that it has, that is, depending on the degree of involvement it has in the students' learning, it will help more or less in its integral development (González-González, 2010; Zych, Farrington, Llorent & Ttofi, 2017).
In this research we consider the relevance of the initial teacher training so that there is a quality in the learning processes of the students. Thus, this study has as its main purpose to contribute to the improvement of the initial training of teachers in the Primary Education stage in the Spanish context, based on training experiences that help improve teaching practice in the classroom.
The objectives of this research are:
- Analyze teaching and training experiences that contemplate the use of playful and didactic strategies that help facilitate learning.
Analyze the Teacher Training courses on active and playful methodologies taught by specialized educational centers and companies.
This research fits into the interpretative-critical research paradigm. The research approach will allow us to understand, interpret the phenomenon of study, from the systematic and detailed analysis of the reality of interest in our research: the initial training of teachers in the Primary Education stage. In addition, analyze the social transformations that can occur through didactic tools and try to give answers to the difficulties that may be encountered (Guba, 1990). Therefore, the methodological approach from which this research is addressed is qualitative (Creswell, 2008). Through this methodology, we intend to achieve breadth and depth in the research topic. The data collection instruments used in this research are the following: Institutional and technical documents: plans, courses and training programs (e.g., Ruíz & Ispizua, 1989, Valles, 2009). Specialized Training Centers for Teachers in Andalusia (CEP) The data analysis procedure will be carried out through a content analysis (Huberman & Miles, 1994, Flick, 2011) where the content of the courses, tools, purpose and possible application within the classroom will be analyzed. The programs and courses will be selected from the CEP (Teacher Training Centers) of Andalusia without distinction of the 8 provinces that make up this autonomous community. We will focus especially on educational experiences, innovation, projects and digital content.
Teachers must be able to contribute to the training of students so they can take on the important social changes that are taking place today. The knowledge and communication society is imposing the need to have professionals capable of facing the rapid evolution of the labor market, the flexibility and mobility that characterize it. In order to efficiently achieve what has been drawn up, teachers must consider their mission and design and develop their own educational project, taking into account three specific aspects in which the "Student Center for Learning: Time for a New Paradigm in" Education "(ESU, 2010) and justified by EsteveMon and Gisbert (2011, page 57): That the student is the center of the entire training process. That an active teaching methodology favors the training of more versatile and employable people and professionals. That is learned on a permanent basis and it is necessary to monitor this process, also permanently. Therefore, the evaluation will be key to be able to show that the proposed training objectives have been met. Teaching contributes to student learning. But the fact that students learn is not the only nor, probably, the main function of teaching since students expand their knowledge through different means, among which, teaching is one of them. For students to have an effective performance, they must be trained to learn to contemplate situations in a certain way, and for this the teacher must design situations or scenarios of learning as similar as possible to the ones that the students are going to meet. the future labor context (Esteve, 2016; Peiteado, 2013) In this sense, the study of the courses and programs of teacher training will help us to understand if it can really help to improve their classroom practice and the significant learning of the students.
Cárdenas, I. R., Zermeño, M. G., & Tijerina, R. F. A. (2013). Tecnologías educativas y estrategias didácticas: criterios de selección. Revista Educación y Tecnología, 2013(3). Casanova, M. A. (2012). El diseño curricular como factor de calidad educativa. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 10(4). Creswell, J. W. (2008). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications Díaz-Sandoval, I. (2012). El juego lingüístico. Una herramienta pedagógica en las clases de idiomas. Revista de lingüística y lenguas aplicadas, 7, 97-102 Esteve Mon, F. & Gisbert Cervera, M. (2011) The TIC and the New Paradigm of Learning. Revista de Docencia Universitaria, 9 (3), 55-73. Retrieved from: http://red-u.net/redu/files/journals/1/articles/301/public/301-626-1-PB.pdf Esteve, F. (2016). Bolonia y las TIC: de la docencia 1.0 al aprendizaje 2.0. La cuestión universitaria, (5), 58-67. Flick, U. (2011). Introducing Research Methodology: A Beginner's Guide to Doing a Research Project. Thousand Oaks, Ca.; Nueva Delhi; Londres: Sage Publishers. González González, M.T. (2010). El alumno ante la escuela y su propio aprendizaje: algunas líneas de investigación en torno al concepto de implicación. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 8 (4), 10-21 Guba, E. (1990) The paradigm Dialog. London: SAGE Huberman, M.A., & Miles, M.B. (1994). Data management and analysis methods. En Denzin N.K. y Lincoln Y.S. (Eds), Handbook of Qualitative Research (pp. 428-444). London/New Delhi: SAGE Publications Monereo, C., Weise, C., & Álvarez, I. (2013). Cambiar la identidad docente en la universidad. Formación basada en incidents dramatizados. Infancia y Aprendizaje, 36(3), 323-340. Peiteado, M. G. (2013). Los estilos de enseñanza y aprendizaje como soporte de la actividad docente. Journal of Learning Styles, 6(11). Ruíz, J.I., & Ispizua, M. A. (1989). La decodificación de la vida cotidiana: métodos de la investigación cualitativa. Universidad de Deusto: Bilbao. Sagastizabal, M. (coords.) (2004) Diversidad cultural y fracaso escolar. Argentina: Noveduc Salinas Ibañez, J., Castillo Ochoa, P., Benito Crosetti, B. D., Cebreiro López, B., Castaño Garrido, C., Cabero Almenara, J., & Martínez Sánchez, F. (2008). Innovación educativa y uso de las TIC. Universidad Internacional de Andalucía. Sarlé, P. (2006) Enseñar el juego y jugar la enseñanza. Buenos Aires: Paidós. Valles, M. (2009). Técnicas cualitativas de investigación social. Reflexión metodológica y práctica profesional. Síntesis: Madrid. Zych, I., Farrington, D., Llorent, V., & Ttofi, M. (2017). Personal Protective Factors Against Bullying: Emotional, Social, and Moral Competencies. Protecting Children Against Bullying and Its Consequences, 23-40.
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