APPLICATION OF INVERTED CLASSROOM AND DIGITAL TECHNOLOGIES IN PROFESSIONAL EDUCATION
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Abstract
Active methodologies and didactic-pedagogical resources have been developed, tested, and practiced throughout the history of education, especially in recent years with the advent of new technologies. Currently, the following stand out: the flipped classroom and digital educational technologies (TEDs). The objective of this pedagogical practice is to present the results of the application of an active methodology, based on the flipped classroom and the use of TEDs applied to the Technical Course in Environment. To do so, the activity was developed in four phases. In the first phase, the flipped classroom was used, where a text was made available for reading about the history of environmental pollution. In the face-to-face meeting, a virtual visit was made available through Google Earth. Then, in phases two and three, interactive videos were used through the Edpuzzle tool. In phase four, activities were developed on the studied content using the Plickers and Wordwall tools. Performance, skill, and achievement (score) were analyzed, as well as information related to students' perception of the resources used. The results observed in this practice indicated that students showed low adherence to the use of textual material in the flipped classroom. Learning with interactive resources was shown to be more efficient in terms of students' involvement, dedication, and skill in executing the activity. However, no significant differences were observed in students' performance compared to other activities applied in the classroom without the aid of TEDs. For better results in the development of flipped classes, the use of mixed approaches is suggested.
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Copyright (c). Conjuncture Bulletin (BOCA)
This work is licensed under a Creative Commons Attribution 4.0 International License.
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