Use digital techlogy in the classroom

TRANSFRONTERIZO: TRANSBORDER CITIZENSHIPS

USE DIGITAL TECHNOLOGY IN THE CLASSROOM: IMPLICATIONS FOR TEACHING TRANSFRONTERIZO and inhigher education

STUDENTS IN HIGHER EDUCATION

Dra. Yolanda Noemi Guerrero Zapata Universidad Autonoma de Sinaloa

In many cases border is only virtual, imaginary, imposed by certain human arrangement irrelevant to the existent and observable setting.

- NIKOLOV, S

In many cases border is only virtual, imaginary, imposed by certain human arragement irrelevant to the existent and observable settings

Transfronterizo students are those who spend a significant amount of time waiting in a long idle-line to cross the border from Mexico into the United States. But the journey is not over at the borderline, as they must trek also from the borderline to their home institution.

There is no doubt that this strategy will be a success in higher education, specifically for transfronterizo students

The transborder pedagogical strategy I am proposing consists on the use of a web site designed by the professor, plus artificial intelligence applying for educational platforms,

La educación formal en una ciudad y la educación familiar en la otra está reproduciendo a un ciudadano regional, un ciudadano con capital transfronterizo, con pasaporte lingüístico y cultural que les permite navegar ambos lados (entiéndase sociedades) de la frontera. (Chavez, 2006, p.5)

What paralyzes you from using digital technology?

To highlight the importance of the digital and online educational platforms for the students, regardless of the subject of which gender or age of knowledge is not included, because when it is used as a teaching resource and / or support, denotes professionalization and updating.

+ info

The emerging knowledge society presents us with a difficult panorama to face as we continue living in traditionalist. The transformations of the global economy requires students to maintain daily updates in order to participate. Thus, I argue, an inclusive cross-border education must respond in the same way.

This model finds its philosophical sustenance in the approaches of the constructivist approach of Jean Piaget (1980)

Lawrence Ausubel (2002)

Jean Piaget (1980)

This approach supports that the individuals construct their own knowledge. According to Bustos-González (2005), Information Communication Technology (ICT) offers new possibilities for content treatment.

Lev Vygotsky (1979

Generation Y / Millenials

This is especially meaningful when accommodating to “Y” generation, also known as millennials students who were born in the digital era”. It is highly important that teachers also make use of digital platforms, to keep millennial students engaged I classroom learning.

2.

Finding different virtual spaces (forums and comments, tasks, messages, and chat), in which transfronterizo students can participate "desde la línea", that is from the borderline idle-line, or from the public transport to their final campus destination. In addition, students are able to collect and save their activities and participations to their portfolio. In addition, different form of competencies can be developed by the students, and this is not only by using ICT, as it is also necessary to involve students, develop their skills within educational platforms.

John Biggs (2006), that educational conceptual changes take place when students can work collaboratively and in dialogue with others, both peers and teachers.

The functioning of this process

Interaction between professor-student will be virtual but also face-to-face in the classroom.

This modality approaches students to:

• Create study groups and use the discussion forum
• Panel and other tools to organize themselves
• Share information to their classmates and go on working together.

• This is the most fruitful use for educational social networks.

• Creates a feeling of belonging to a real community.

• The different subjects, tutorials or groupings of any other type can be done through the internal groups of the network. Pedagogical use made by teachers and students based on web 2.0 applications. Grisales, César, Jiménez Wilson, Patiño S. Raúl. (2011).

According to Jesús Flóre (2002). The mission of the educator in environments in information it is being a facilitator, the guide and counselor on appropriate sources of information, the creator of habits and skills in the search, selection, and treatment of information.

Conclusions

It is wonderful to know how students feel the confidence to talk about situations not so much “academic,” but that does impact their learning process, such as, the personal, economic, or familiar, which at the same time fosters a closer approach between professor and student. Perhaps the fact of being behind a computer and not seeing directly face-to-face, generated that confidence to make comments, with more ease.

Recognizing how young students can take advantage of the Internet and realize that is not bad as people might think, especially when it is for learning benefits. Now, it will be up to the teachers, facilitators, and professors who will have to teach and guide their students in a collaborative way and develop their competencies. I look forward to learning more about our own results.

Thanks for your attention

Yolanda Noemì Guerrero Zapataguzy@uas.edu.mx

References

• Referencies Ausubel, D. P. (2002). Adquisición y retención del conocimiento. Una perspectiva cognitiva. Ed. Paidós. Barcelona.
• Biggs, J. (2006). Calidad del aprendizaje universitario (2da Edición ed.). NARCEA, S.A. DE EDICIONES.
• Bustos González. Estrategias didácticas para el uso de las Tics en la docencia universitaria, 2005, pág. 93
• Chávez, G. (2006), Capital transfronterizo: estudio sobre el potencial de los estudiantes commuter en el desarrollo de la región Tijuana- San Diego. Baja California, México: El Colegio de la Frontera Norte
• FLÓRE, Jesús. Gestión del Conocimiento. Universidad Antonio de Nebrija.2002 De Haro, Juan José, Redes Sociales en Educación, Colegio Amor de Dios. Barcelona, Esp.
• Grisales, César, Jiménez Wilson, Patiño S. Raúl. (2011) Universidad Católica de Pereira, Facultad de Ciencias Humanas, Sociales y de la Educación, Programa de Especialización en Edumática Pereira.
• Marzano, R. J. Y Pickering, D. J. (2005). Dimensiones Del Aprendizaje. Manual Para El Maestro. México. Ed. Iteso. Pp. 1-11. Archivo: Marzano0001.Pdf
• -NIKOLOV, S. E. WHY SOCIOLOGY IS SILENT CONCERNING BORDERS. Piaget. J. (1980). Problemas de Psicología Genética. España, Ariel. Vygotsky, L. (1979) Vygotsky y el Aprendizaje: 4 Los procesos de desarrollo y las prácticas educativas. AIQUE. Argentina. Pp. 93-136.

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