Software para enriquecer el aprendizaje

Hoy en día ,es adecuado suponer que uno de los objetivos principales de las TIC llevadas a al aula es apoyar el trabajo de los educadores, lo que nos indica que un software educativo debe ser visto como una herramienta a utilizar y no como un único medio por el cual se pretenderá realizar el proceso de enseñanza. Por este motivo, Roga [2006] aludiendo a Davidson señala que el uso de software debe ocurrir en situaciones determinadas, interactuando éste complementariamente con otras actividades relacionadas con la educación. Es importante considerar que antes de seleccionar un software educativo, se tendrían que considerar siguientes aspectos:

  • Debe cumplir un papel relevante dentro de las necesidades del contexto donde se utilice. Se debe analizar para tener claro cuáles son sus contenidos.
  • En qué medida podría ser de utilidad, de acuerdo a las condiciones en las que éste va a ser usado.

Así, antes de utilizar un software es conveniente considerar los puntos anteriormente planteados, pues es probable que su uso no represente un aporte a la situación educativa que se espera resolver.

Sin embargo, al constatar la real necesidad de su uso, conviene tener en consideración lo que plantean los autores como Squires y MacDougall [1997], quienes señalan que el uso de un software educativo está relacionado esencialmente con tres preguntas:

  1.  ¿Cómo se puede mejorar el aprendizaje de los niños y niñas mediante el uso del software?
  2. ¿Cómo este programa puede ser utilizado por los educadores para mejorar y ampliar su metodología de enseñanza?
  3. ¿Cómo deben interactuar educadores y párvulos en las aulas donde se utiliza el software?

Corresponde entonces señalar que no se debe hablar de software eficiente o deficiente, sin tener en cuenta el adecuado uso de éste. Existen educadores que al no saber emplearlos, no obtienen los resultados esperados, culpando al software de la falta de progresos. Con la connotación particular que posee el software educativo, de acuerdo a lo planteado por diversos autores, se ha podido determinar que para que el educador haga un buen uso de éste como recurso, es necesario que invierta tiempo en:

  • Conocer de cada uno de los ambientes de trabajo.
  • Identificar las oportunidades de aprendizaje que éstos ofrecen.
  • Evaluar, considerando los criterios pedagógicos del diseño y aspectos técnicos, teniendo presente en esta evaluación los intereses y necesidades del grupo de párvulos que atenderá.
  • Integrar como un recurso habitual en el desarrollo de las experiencias pedagógicas cotidianas, teniendo en cuenta que la forma de cómo se integrará, es responsabilidad de cada educador y no del software, de acuerdo a lo planteado en párrafos anteriores.

En consecuencia, la utilización exitosa del software depende de la capacidad de análisis y creatividad del educador, teniendo siempre presente el aprendizaje a favorecer, considerando todas las variables que intervienen.

Referencias .

Roga, A. [2006]. Software Educativo e Internet en el aula para la Educación Parvularia a través del Programa KidSmart. Manual de Apoyo a capacitación de Educadoras. IBM. Santiago, Chile.

Squires, D.; MacDougall, A. [1997]. Cómo elegir y utilizar Software Educativo. Editorial Morata. Madrid, España. Pág. 123.

Esta entrada fue publicada en Educación Inicial y TIC. Guarda el enlace permanente.

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