Moodle (which is the one we have studi), but we could also talk about Blackboard, Canvas, Chamilo and a long etcetera that is being add to the list. Given this, different proposals have appear to generate friendly learning environments , first, and then enrich them with the intentional, focus and effective use of ICT. But it is necessary to also intervene in the didactics to be us in the classroom, so that we relate ICT and the learning environment in a comprehensive way. Several studies have already been carri out in this regard, proposing different models that seek that consistent brotherhood between didactics and the use of ICT in ucational processes
which makes it easier for
López García, Juan). Dr. Rubén Puentura is the one who has develop this model call SAMR, marking four “progressive” levels of ICT in a learning environment: S=substitute, A=increase, M=modify, R=refine . Below we will explain the components of the SAMR model by business lead applying it to the Moodle Platform to understand how learning activities can be improv with the intentional use of ICT, but also how typical classroom activities can be transform using these ICT. Replace ICT acts as a direct substitute tool, without functional change .
how to transform traditional
When using the Moodle platform, teachers continue to present the same tasks that their students would perform in the classroom, but the mere fact that these are present via a virtual platform can represent a didactic stimulus for young “digital native” students . Although this Phone Lead first level has the teacher as the protagonist (he has prepar that task), we already see that the mere fact of relying on technology generates a point in his favor. Students on the Moodle platform can watch a video or read digital texts as well as analyze some infographics and with these tools present the task in question.