At present, the use of Information and Communication Technologies within the classroom plays a very important and necessary role, however, virtual Learning Objects within public education are limited as an educational tool due to little management by part of the institutional authorities. Causing the disinterest of the students and even reaching technophobia in the face of this academic proposal. In addition, there are teachers who refuse to leave their exemplary modules continuing the outdated teaching and are reluctant to implement virtual platforms. This research work seeks to implement the use of Virtual Learning Objects as didactic support in the teaching-learning process; strengthening the academic area,with new educational tools and meeting the demands of educational quality standards. For this, data related to the study will be taken from the first year high school students of the Atahualpa Educational Unit.
Keywords: Information and Communication Technologies, Virtual Learning Objects, Teaching-Learning, Educational Tool.
SUMMARY: Nowadays, the use of technology is playing an important and necessary role inside of the classrooms; however the learning virtual objects in the public education system are limited as an educational tool because of the little management from the institutional authorities. It has caused the lack of interest from students and has increased the technophobia in these new academic proposals. Furthermore, there are some teachers that don't want to stop using out-dated teaching resources and techniques and are being unwilling to use the educational virtual platforms. Through this project, there's the necessity to introduce the use of learning virtual objects as a didactic support in the teaching-learning process. Also,the academic area will get stronger and the teachers will count on new educational tools and will supply the latest Educational Standards Domains. For the completion of this project, the information will be taken from 1st Level High School students in Atahualpa School.
Keywords: Information and Communication Technologies of Virtual Learning Objects, Teaching and Learning, Educational Tool.
1. INTRODUCTION
With the use of Information and Communication Technologies (ICT) has been incorporated into secondary education, teachers are forced to migrate their teaching models and strategies and introduce technological elements for students to train new skills that allow them to face the challenges of access to information. "The teacher was previously seen as a transmitter of knowledge and currently it is expected to act as a mediator of information with the ability to develop educational and training environments in which the student has the opportunity to build and appropriate knowledge, develop their ability to analyze, structure content and work collaboratively ”(GLASSERMAN, MONGE, & SANTIAGO, 2014).
The Virtual Learning Objects within the classroom at present are not evidenced either in schools or public colleges due to the poor management of authorities, therefore the students remain with a traditional education forcing them to continue with technophobia to integration Web tools 2nd, within their learning process in different chairs used by teachers, they continue to be maintained with exemplary or guided modules, putting into use the so-called traditionalist education. Within the classroom, it is essential to include the use of Virtual Learning Objects (OVA) since at present the government is beginning to introduce them into the classroom, however, when starting with their use, integration by parents is frustrated. reach 98% digital illiteracy,For belonging to ages over 50 years, and living in a Rural Parish, however, students begin to notice the lack of Technology to carry out their tasks that teachers send every day trying to gradually incorporate Technopedagogy within their classroom, and that is how they seek the necessary help to use the OVA thanks to the skills that students have in acquiring new learning through educational technology.And so they seek the necessary help for the use of the OVA thanks to the abilities that students possess in acquiring new learning through educational technology.And so they seek the necessary help for the use of the OVA thanks to the abilities that students possess in acquiring new learning through educational technology.
According to the advancement of technology in education, it is important that teachers implement the use of the Tools that Web 2.0 provides us, which is why the research on the use of OVAs is born, improving the teaching-learning process in first-year students. high school of the Atahualpa educational unit, being able to obtain favorable results not only in the reflection of the notes but rather in the understanding of the matter, since there are students who learn in different learning styles, it is therefore that the teacher must change his role of educating by being a guide within the teaching-learning process.
Within an educational community, it is essential that both the teacher and the student maintain an education style on par, being the teacher a guide of knowledge and the student receiving learning, it is important that students begin to use the NTIC´S, strengthening the aspect This is how they will be able to use it more easily, they will also be able to interact with the more dynamic content of the subjects taught by teachers, through the integration of ICT, the use of the OVA within the classroom is suggested to strengthen the theory as well as practice in their school performance.
Consequently the students of the Atahualpa Educational Unit will begin to be reflected in the grades reflecting better results in their school process; A commitment will be maintained with the teachers in permanent updating in the development and implementation of the OVA, and the students in maintaining constant activity in the use of it within their chairs to implement said OVA, they have the necessary tools for its creation counting on the support of the authorities, teachers and students for the implementation.
Study the use of the OVA as a didactic support in the teaching-learning of the Atahualpa Educational Unit through the analysis of tools used in the OVA during the teaching-learning process, determining the level of significant learning in first year high school students, which proposes the integration of the OVA in the teaching-learning process to notably improve the teaching-learning process.
According to the change in the strategies and tools used for teaching, teachers are forced to incorporate Information and Communication Technologies (ICT) as an essential instrument within the teaching process, thus improving the development of skills in all collective scope, in which great advances are seen in technological projects that will provide the teacher with virtual tools of different formats that they can use as mediation in their classes, the resources used can be proposals for activities that will give the teacher a light about how to take advantage of them, in the best way, for the development of your classes. (North, 2014).
At present the incorporation of ICT in the teaching-learning process, integration is sought in the absence of a formal model of integration to the curriculum of undergraduate and graduate university careers, in general it involves education through electronic means to training for its use, as well as the management of organizations involved in activities carried out by students, who entail the possibility of receiving a systematized education accessing more information regardless of their location, while teachers represent the use of technology from networks and communications to design select, manage, deliver and extend education with the organization of information to its students. (Paz Ramírez, Márquez, Padilla Vedia, & Torrejón Tejerina, 2009).
Information and Communication Technologies help the acquisition of production, storage, treatment, communication, recording and presentation of information that will be used as tools for teaching, both for teachers and students, thus improving the development of competencies, skills and skills, this tool plays a very important role in the new generation, seeks to introduce new knowledge to students. Teachers see the need to complement their pedagogy, to obtain an improvement in the teaching-learning process, complying with the new parameters that current education demands of us.
The applications of ICT presented in 2008 in 22 university students of the Autonomous University of Bucaramanga in Business Administration saw significant improvements in the process since new experiences were used in the educational sector, university students participated with the intervention of the new curricular reform using as a learning objective to pedagogically guide the ICT with her the Virtual Environments who were of great help for her study module. (Reinoso Lastra, Virtual environments and business training, 2010).
According to the collaborative research applied in the implementation of a virtual environment in the area of mathematics, a work was carried out with mixed methods, explanatory sequential design, applying a diagnostic questionnaire in which the problems and strengths in the mathematics contents could be evidenced With the implementation of virtual environments, through observation it was possible to identify the technological competences developed by the students, which served to strengthen collaborative work and the development of competencies for solving real-life problems. (Leal & Milena, 2015).
The use of e-learning within the classroom was seen at risk since there is more than 80% of failure in relation to distance courses and 60% of abandonment, this can influence among many factors that may be the training strategies, or the fact of saving money and time that supposes loss for students, but this implies a technological outdated in which we have seen the need to keep using the same traditionalist training, preventing technological growth and implementation of ICT in the classroom of class. (Cabero, 2004).
Nowadays, new technological solutions in the learning process emerge with greater force since they play a very important role in the contents that are seen in education, which is why platforms for analysis such as WebCT system are beginning to be developed (website), using digital whiteboards to identify the strengths and weaknesses that new technologies could contract, in which we have seen several tools that are used in the platforms where we must take into consideration several aspects that should show improvements. (Rego, Moreira, & García Peñalvo, 2005).
(SMF / UNAM / OAR, 2014) The implementation of the Virtual Learning Object allows to obtain a specific thematic domain, thus combining various digital objects with various learning elements, it also allows the user to create a problem either simple so that the student can solve step by step allowing to obtain basic knowledge of the subject. (Carlos A. Vega AI, 2010).
Currently some of the technologies make use of the resources provided by ICT, which allows the creation of educational content capable of supporting the teaching-learning process, the virtual learning object is designed to provide the insertion of new technologies, such as Augmented Reality since the mixed methodology is focused for the construction of OVA, because there are different designs for the creation of web pages and desktop software, which represents the importance of the methodology. (Tovar, Bohórquez, & Puello, 2014).
For the creation of a virtual learning object, three fundamental aspects must be taken; the same ones that are specification, analysis and design, in which the characterization of the subject of study must be taken into account the educational level with pedagogy as an essential part, including didactics and instructions as part of the functional requirements, to obtain the evaluation or experimentation of the object after its integration of essential development. (Parra Castrillón, 2011).
To create a virtual learning object, a methodology must be followed that includes in it a series of subcompetencies or steps to follow, starting from a unit that the teacher must be very clear about what to teach, it seeks that the student can interact with the object, achieving in the process solving problems or tasks, helping in each level of complexity, to end with an evaluation of the learning achieved, in order to use means such as the design of rubrics that will help to verify the process carried out being necessary to carry out a feedback on the problem. (Lorena Hernández Limón, Francisca Sandoval Reyes, Israel Hernández Romero, Tomás Ramos González and José Saúl Oseguera López, 2015).
The methodology to be used in the design or construction of the virtual learning object must be structured with great care since the teaching-learning process of the students will be able to be evidenced, who will be in charge of executing the object, being able to verify if it had success, for which it is very necessary to follow phases such as: analysis regarding the content to be used, design as it is structured which should be easy to use, development the student will follow a series of steps or instructions made clearly, to thus to be able to carry out the evolution that is the expected product of the student who must clearly and specifically with which the work of the teacher as a mediator of knowledge and the student as a receiver will be reflected.
"The instructional design, then, although it already contemplated an educational and formative edge, it still considered the exams as the only effective form of evaluation to verify the fulfillment of the objectives" (Parra & Martínez Leyet, 2012). Following the instructional design, it will be possible to visualize a tool for school use, through which the teacher can synthesize their subject, and the students can interact more easily within the Virtual Learning Object.
Seeking to have a welcome in the implementation of the OVA, it seeks to interact in different ways in the design or elaboration following important aspects that meet the requirements and thus be able to deliver a result that helps their learning process, energizing as a priority in the content of their subjects, in which the teacher must find how to reduce the content synthesizing the knowledge in the OVA.
The term refers to means, support that can be used for a didactic purpose or to facilitate the development of training activities, the resources are developed for the teaching-learning process, therefore they require a complete analysis by teachers in order to carry out objectives, contents and activities so that they can work. (Garcia, Nuria Segobia, 2007)
The use of applications in the classroom, whether they are as Virtual Learning Objects, arise from a problem that education suffers today, however, results are beginning to be seen when the teacher uses it in the classroom, noting the student an improvement in their learning if the teacher seeks new technological tools for improvement in their daily class.
Personalized education summarizes the demands of educational individualization and socialization, and constitutes the type of education most in line with the profound human needs and the conditions of man in the technified society in which we live.
It also responds to the attempt to stimulate a subject to improve the ability to direct his own life, that is, to develop his ability to make personal freedom effective, participating with his peculiar characteristics in community life. (Carrasco, Javaloyes Soto, Calderon Hernándes, & Pérez Juste, 2007)
Teaching-learning constitutes the use of educational strategies to promote the change of knowledge, skills and attitudes in a short time, knowledge requires involving the behaviors of the environment in which they work. The teacher with the intervention of the student will be the promoters of this strategy that will be carried out in the classroom. (I, 1992)
Separating the definitions of what we understand by learning and teaching are two different processes that teachers try to integrate into one, making their main function not only teach, but also encourage their students to learn, with which the teacher can improve the work and reflect on his performance as such, framing the internal processes that lead him to learn in a meaningful way and what he can do to promote this learning. (González Ornelas, 2003).
Currently teachers of all educational levels must have the ability to promote students learning their knowledge, the teacher needs to face the integration and strengthening of pedagogy to teach in an appropriate way, without leaving aside the means in which the teacher works for the knowledge to be achieved, thus using meaningful processes that provoke the understanding of new knowledge.
Learning theories describe the way in which theorists believe that people learn new ideas, frequently they explain the relationship that exists between the information that the individual already has with the information that is to be learned. Among the learning theories are: behaviorism, cognitivism, constructivism, eclectic and conceptual changes. (Falciai & Gullo, 2012).
“The student's training aims to promote and develop in the student capacities, values and abilities that enrich and favor their academic trajectory from their entry to graduation, through complementary activities to their curricular training such as: Knowledge, Learning strategies, Skills, Capacities, Strengthening of values ”. (Publica, 2016).
Castejón et al. (2009), «Evaluation techniques and instruments; In it, it is proposed to expose a series of tools that can be used by teachers to be able to collect the necessary information in the evaluation process, but it is also recognized that "it is difficult to separate the instruments from the evaluation strategies and techniques" (2009: 67). Here the «assessment instruments» are classified according to their oral, written or observational manifestation. (Hamodi *, López Pastor, & López Pastor, 2015).
"Learning Styles are cognitive, affective and physiological traits that serve as relatively stable indicators of how learners perceive, interact and respond to their learning environments." (Leichter, 1973). In the classroom it is essential to differentiate the same, in order to integrate forms of learning that students can obtain better learning results.
In education it implies in a very important way the use of a study methodology, regardless of whether it is used individually or in a group, for the insertion of methodologies it will be possible to obtain new knowledge, being able to modify traditionalist learning, with which students will be able to obtain better results in new knowledge in their teaching-learning process.
Nicole Martínez Melis (2001, pp. 101-102) points out that the didactics are few worked in regard to the evaluation by the teacher since each school is adapting its own evaluation according to the applied teaching methodology, the educational system is considering three fundamental aspects; the empirical evaluation, the reasoned evaluation and the positive evaluation that depending on the teacher's management, the methodology will be used as required by the system. (Collombat, 2013).
The problem of didactics considers the teaching-learning process as a communication process carried out from different approaches in which a choice of a discipline that supports the analysis must be made in order to cover its teaching-learning process, it will promote a help in the classroom thus culminating the educational system that the teacher will manage in his teaching chair. (Estebaranz García, 1999).
The use of a methodology within the classroom uses certain learning styles helping in the process in education, the student must follow a discipline which will be reflected in the results expected by the teachers, but at the same time who will be the guide within the classroom it is the teacher having to follow a series of processes using at all times a didactic that adjusts the new education system to obtain favorable results for learning.
"According to Moll (1990), Vygotsky mentions that" Human pedagogy in all its forms is the distinctive feature of his approach, the central concept of its system. " (Harry, 2003), considering learning as a transversal axis for the construction of knowledge within the teaching process.
Education aims to incorporate subjects into a society that understands pedagogy, incorporating methods, strategies and techniques in the educational process, education depends on social and progressive improvement that allows human beings to develop all their potentialities that will affect with good results within the educational discipline improving its teaching-learning process. (Hevia Berna, 2013)
Currently there are many conceptions of pedagogy that study it as a science in education in charge of educational discourse, but also Guanipa (2008), presents pedagogy as the set of knowledge that deals with education and as a science of character psychosocial who sees the psychological aspects of the child, incorporating various areas of study that help improve understanding in the historical context of the various known times. (Rojano Mojano, 2008).
Pedagogy considers that it is a knowledge or science supporting rules and norms to exercise an education using activities that solve problems in the field of teaching-learning, but on the other hand, teachers are in distortion for not understanding how pedagogy is used correctly and We are wondering; what are the causes, how it happens, who produces the knowledge, since teachers refuse to stop using a traditional methodology that has designed a whole strategy to manipulate students and achieve designed learning and refusing to obtain better results taking advantage of the knowledge currently produced by the student.
2- MATERIALS AND METHODS
Virtual learning objects is an element within ICT for its construction, a methodology must be followed which will help its implementation, it generally follows an instructional design implying as a didactic application that will strengthen personalized learning to solve a problem.
The problem studied in this research is the inefficient use of Virtual Learning Objects as didactic support in teaching-learning. In other words, the relationship of the study variables in the inefficient use of ICT tools within the teaching-learning process is analyzed, the limitations that exist on the part of the teacher at the time of incorporation into their chair, in order to identify variables that we allow demonstrating the use of Virtual Objects significantly improves teaching-learning.
The study begins with the exploratory research with the first year high school students of the Atahualpa Educational Unit, taking as a sample a parallel made up of 37 students based on the use of resources used by the teachers, where the predominant qualitative was used Due to the use of descriptive statistics, the qualities of the research can be determined by comparing the results through statistical graphics in which the reality that the internal research requires was identified with the sole purpose of checking the hypothesis, that is, it is intended to verify the use of Virtual Learning Objects if it improves the teaching-learning process in the first year high school students of the Atahualpa Educational Unit.
The research continues with the quantification of nominal variables that are considered as the main aspects taken from the group of students surveyed in the Atahualpa Educational Unit of the first year of high school, for which a survey structured by 10 questions was designed to be applied to the students the It comprises a total of 251 students in the population, so a population sample was developed by applying a statistic with the population managed to 37 students, a confidence level of 95% and a probability of error of 5% were used, For the present study, it will help us to understand the situation in which it is in reference to the educational aspect of the students,following the data processing the descriptive statistical analysis with tables and graphs that represent the use of Virtual Learning Objects of the student population.
Once the necessary information was collected from the first year high school students of the Atahualpa Educational Unit, the analysis and information processing was carried out; grouping the data by reviewing questions clearly and precisely, checking if the survey was answered all the questions, once reviewed, the data is tabulated using the SPSS software, entering the data obtained to obtain clear and precise results, graphing with the percentage obtained for the correct interpretation of the results thrown by said software, thus helping to find the appropriate solution to the proposed problem.
3- RESULT AND DISCUSSION
Through the survey carried out on the 37 students of the Atahualpa Educational Unit, the objective is fulfilled: To study the use of Virtual Learning Objects as didactic support in the teaching-learning in the first year high school students of the Atahualpa Educational Unit. The majority of teachers will begin to implement technological resources, seeking to obtain positive results in the teaching-learning process, benefiting the educational process that seeks the integration of ICT as a priority. Implementing this tool in the classroom as a primary resource will be breaking the traditional teaching that did not allow the student to generate new ideas or knowledge.It is intended that the teacher and the student stay in cooperation, that is, they stay updated in implementing technological tools that the Web offers us.0.
From the information collected, it can be indicated that students feel prepared to handle educational innovations within the classroom, providing the teacher with a form of teaching that the student requires.
From the survey, it is interpreted that 27.03% of teachers continue with the traditionalist explanation, 59.46%, indicate that teachers do not frequently use any of the technological resources to present the subject of class, on the other hand 8.11 % indicate that teachers begin to include electronic books through the internet, as in scribd, in their updating process regarding the use of ICTs, and 5.41% of teachers frequently use Websites to teach the class.
Figure N. 1 Use of technological resources to present the class
It was also observed that 35.14% of students indicate that teachers sometimes stop to better summarize their class by addressing each work group, explaining how to carry out the workshop / summary in class, 48.65 % emphasize that almost always the teacher explains how to carry out the workshop / summary in the classroom, on the other hand 16.2% indicated that for them the teacher always summarizes the class by addressing each work group to carry out the workshop / summary that the teacher manages as a means of work in his teaching-learning process.
Figure N. 2 Synthesization of the class theme by the teacher.
We can see that 2.70% of students indicate that they would not like the teacher to use another way of explaining the class using new technological resources to deal with the subject clearly, the reason for the decision could be verified by studying the various factors that exist to be able to detect the decision, although 10.81% maintain that it is convenient for the teacher to use Books to explain the class, perhaps they feel more satisfied with the way of explaining the class since the teacher does not yet present any technological innovation Within their chair, 37.84% of those surveyed consider that the teacher should implement web pages to understand the class as a whole, beginning to handle technological innovation within their class, on the other hand 48.65%;considering that it is extremely useful to implement the use of new ways of explaining the class, thus using the Virtual Learning Object as pedagogical support for the teaching-learning process that helps to develop their abilities and skills.
Figure No. 3 Use of a new technological resource to teach classes
The discussion is based on different theories used, treated “Learning Objects as elements of a new type of computer-based instruction framed in the object-oriented paradigm of computer science, they are generally understood as digital entities to be delivered over the Internet, meaning that any number of people can access and use them simultaneously ”. (Edwin, Martín García, & Insuasti Portilla, 2014), (Carlos A. Vega AI, 2010) and (SMF / UNAM / OAR, 2014) state the implementation of the Virtual Learning Object allows to obtain a specific thematic domain, thus combining various digital objects with various learning elements,It also allows the user to create a problem, whether it is this simple, so that the student can solve step by step allowing them to obtain basic knowledge of the subject.
"The teaching-learning activities constitute the entire set of actions proposed by the teacher for the development of a didactic unit and are aimed at achieving or reaching the didactic objectives of the same". (Jordi Diáz, 1995)
Teaching-learning constitutes the use of educational strategies to promote the change of knowledge, skills and attitudes in a short time, knowledge requires involving the behaviors of the environment in which they work. The teacher with the intervention of the student will be the promoters of this strategy that will be carried out in the classroom. (I, 1992)
My opinion is that both variables contribute to the inter-learning process where the methods and strategies mutually contribute to the technology.
4- CONCLUSIONS
The study in the use of Virtual Learning Objects as didactic support in teaching-learning is determined as a new tool for teachers; thus managing to link an alternative to pedagogical innovation within their chair, through it the students will begin to incorporate ICT as an option to improve the detailed understanding of the pedagogical material used by the teacher, prioritizing the learning process in which the student be a transversal axis for the new education.
The analysis of technological tools is considered very necessary during the teaching-learning process with which the teacher is forced to venture into the implementation of new technological tools to his pedagogy within the classroom, emphasizing as a priority the understanding in its entirety of the subject at hand. try; On the other hand, the teacher begins to determine if the student is prepared to use the resource in the classroom, thus beginning to look for improvements in learning, for which he proposes the full integration of the use of Virtual Objects of Learning to reach a significant level of understanding and discarding the lack of technological tools within the classroom.
With the study carried out on first year high school students of the Atahualpa Educational Unit, the urgent implementation of technological tools within the pedagogy that the teacher performs is considered, leaving aside the usual education that prevents the student from developing their abilities and skills in the management of ICT within the classroom, considering the teacher guiding new knowledge and the student generating new ideas that proposes to help their teaching-learning process.
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