Didactic Innovations through YouTube and Gigapan: Teachers’ Perceptions in Classrooms in Southern Chile
ABSTRACT
There are few experiences using Social Web (or Web 2.0) for collaborative learning in public schools of Chile; therefore this is an emerging challenge for professors of the techno-pedagogical units. This article describes innovation strategies that incorporate Social Web tools in the formal education process in Chile. Using scholar ethnographies we describe 26 different classrooms experiences (between 2010 and 2012) using YouTube (for secondary schools) and GigaPan (for primary schools) to teach history and language contents, respectively. The main conclusions show the motivational drive that the Social Web provides in the regular classroom setting. The teachers valued positively the result of the students work groups, and the exchange of experiences among groups.
Cite this paper
Cárcamo-Ulloa, L. , Flores-Aguilar, P. and Ramírez, J. (2014) Didactic Innovations through YouTube and Gigapan: Teachers’ Perceptions in Classrooms in Southern Chile. Creative Education, 5, 1071-1079. doi: 10.4236/ce.2014.512121.
Cárcamo-Ulloa, L. , Flores-Aguilar, P. and Ramírez, J. (2014) Didactic Innovations through YouTube and Gigapan: Teachers’ Perceptions in Classrooms in Southern Chile. Creative Education, 5, 1071-1079. doi: 10.4236/ce.2014.512121.
References
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http://dx.doi.org/10.3145/epi.2011.sep.08 [2] Cárcamo, L., & Troncoso, D. (2013). Kelluwen: Un modelo didáctico para el trabajo colaborativo y la inserción curricular de las TIC. In L., Cárcamo, E., Scheihing, & Cárdenas, C. (Eds.), Didáctica 2.0. La Web Social en el aula (pp. 53-65). Valdivia: Ediciones Kelluwen. [3] Cladellas, R., Cárcamo, L., & Castelló, A. (2011). Motivación y etimación del tiempo en el uso de herramientas internet informacionales y dialógicas. El Profesional de la información, 20, 25-31.
http://dx.doi.org/10.3145/epi.2011.ene.03 [4] Concannon, J., Brown, P., & Brown, E. (2013). Prospective Teachers’ Perceptions of Science Theories: An Action Research Study. Creative Education, 4, 82-88.
http://dx.doi.org/10.4236/ce.2013.41011 [5] Crook, Ch. (2012). The “Digital Native” in Context: Tensions Associated with Importing Web 2.0 Practices into the School Setting. Oxford Review of Education, 38, 63-80.
http://dx.doi.org/10.1080/03054985.2011.577946 [6] De Haro, J. (2009). Algunas experiencias de innovación educativa. ARBOR: Ciencia, Pensamiento y Cultura, 185, 71-92.
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http://dx.doi.org/10.1111/j.1467-8535.2012.01357.x [8] Florentín, P., Satisteguí, P., Herrando, I., & Tobajas, J. (2011). Promoción de la salud a través de herramientas web 2.0. Proyecto de colaboración entre universidad y enseñanzas medias. ARBOR: Ciencia, Pensamiento y Cultura, 187, 165-169.
http://dx.doi.org/10.3989/arbor.2011.Extra-3n3139 [9] Giannakos, M., & Vlamos, P. (2013). Educational Webcasts’ Acceptance: Empirical Examination and the Role of Experience. British Journal of Educational Technology, 44, 125-143. http://dx.doi.org/10.1111/j.1467-8535.2011.01279.x [10] Ivala, E., Gachago, D., Condy, J., & Chigona, A. (2013). Enhancing Student Engagement with Their Studies: A Digital Storytelling Approach. Creative Education, 4, 82-89.
http://dx.doi.org/10.4236/ce.2013.410A012 [11] Lint, A. (2013). E-Learning Student Perceptions on Scholarly Persistence in the 21st Century with Social Media in Higher Education. Creative Education, 4, 718-725.
http://dx.doi.org/10.4236/ce.2013.411102 [12] Mardones, D., & Cárcamo, L. (2013). Nativos digitales en el sur de Chile. El caso del establecimiento María Alvarado Garay en la comuna de Panguipulli. OBS* Journal, 7, 001-019.
http://obs.obercom.pt/index.php/obs/article/view/637/581 [13] Mineduc (2011) Programas de Estudios para Lenguaje y Comunicación. Ministerio de Educación de Chile.
http://curriculumenlinea.mineduc.cl/ [14] Ogbu, J. (1981). School Ethnography: A Multilevel Approach. Anthropology & Education Quarterly, 12, 3-29.
http://dx.doi.org/10.1525/aeq.1981.12.1.05x1281g [15] Palacheewa, P., Suwannatthachote, P., & Nilsook, P. (2012). Critical Issues to Be Concern in Selecting Tools for Teaching High School Computer Project Lesson Using Computer-Supported Collaborative Learning. Creative Education, 3, 11-14.
http://dx.doi.org/10.4236/ce.2012.38B003 [16] Pimmer, C., Linxen, S., & Gröhbiel, U. (2012). Facebook as a Learning Tool? A Case Study on the Appropriation of Social Network Sites from Mobile Phones in Developing Countries. British Journal of Educational Technology, 43, 726-738.
http://dx.doi.org/10.1111/j.1467-8535.2012.01351.x [17] Schoen, J., & Stevenson, R. D. (2010). Uses of Gigapan Technology in Formal and Informal Environmental Education. Fine International Conference on Gigapixel Imaging for Science. Paper 10.
http://repository.cmu.edu/gigapixel/10 [18] Stake, R. E. (1995). The Art of Case Study Research. Thousand Oaks, Sage Publications [19] Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The Impact of Mobile Learning on Students’ Learning Behaviours and Performance: Report from a Large Blended Classroom. British Journal of Educational Technology, 40, 673-695.
http://dx.doi.org/10.1111/j.1467-8535.2008.00846.x [20] Yin, R. K. (1994). Case Study Research: Design and Methods. Thousand Oaks, CA: Sage. [21] Yuen, A. H. K., Law, N., & Wong, K. C. (2003). ICT Imple Mentation and School Leadership: Case Studies of ICT Integration in Teaching and Learning. Journal of Educational Administration, 41, 158-170.
http://dx.doi.org/10.1108/09578230310464666
[1] Astigarraga, E., Azpillaga, J., Fernández, L., & Naberan, A. (2011). Umap, Inteligencia colectiva extraída de las redes sociales. El Profesional de la información, 20, 542-547.
http://dx.doi.org/10.3145/epi.2011.sep.08 [2] Cárcamo, L., & Troncoso, D. (2013). Kelluwen: Un modelo didáctico para el trabajo colaborativo y la inserción curricular de las TIC. In L., Cárcamo, E., Scheihing, & Cárdenas, C. (Eds.), Didáctica 2.0. La Web Social en el aula (pp. 53-65). Valdivia: Ediciones Kelluwen. [3] Cladellas, R., Cárcamo, L., & Castelló, A. (2011). Motivación y etimación del tiempo en el uso de herramientas internet informacionales y dialógicas. El Profesional de la información, 20, 25-31.
http://dx.doi.org/10.3145/epi.2011.ene.03 [4] Concannon, J., Brown, P., & Brown, E. (2013). Prospective Teachers’ Perceptions of Science Theories: An Action Research Study. Creative Education, 4, 82-88.
http://dx.doi.org/10.4236/ce.2013.41011 [5] Crook, Ch. (2012). The “Digital Native” in Context: Tensions Associated with Importing Web 2.0 Practices into the School Setting. Oxford Review of Education, 38, 63-80.
http://dx.doi.org/10.1080/03054985.2011.577946 [6] De Haro, J. (2009). Algunas experiencias de innovación educativa. ARBOR: Ciencia, Pensamiento y Cultura, 185, 71-92.
http://dx.doi.org/10.3989/arbor.2009.extran1207 [7] Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for Learning: A Critical Analysis of Research on Microblogging in Education Published in 2008-2011. British Journal of Educational Technology, 43, 783-801.
http://dx.doi.org/10.1111/j.1467-8535.2012.01357.x [8] Florentín, P., Satisteguí, P., Herrando, I., & Tobajas, J. (2011). Promoción de la salud a través de herramientas web 2.0. Proyecto de colaboración entre universidad y enseñanzas medias. ARBOR: Ciencia, Pensamiento y Cultura, 187, 165-169.
http://dx.doi.org/10.3989/arbor.2011.Extra-3n3139 [9] Giannakos, M., & Vlamos, P. (2013). Educational Webcasts’ Acceptance: Empirical Examination and the Role of Experience. British Journal of Educational Technology, 44, 125-143. http://dx.doi.org/10.1111/j.1467-8535.2011.01279.x [10] Ivala, E., Gachago, D., Condy, J., & Chigona, A. (2013). Enhancing Student Engagement with Their Studies: A Digital Storytelling Approach. Creative Education, 4, 82-89.
http://dx.doi.org/10.4236/ce.2013.410A012 [11] Lint, A. (2013). E-Learning Student Perceptions on Scholarly Persistence in the 21st Century with Social Media in Higher Education. Creative Education, 4, 718-725.
http://dx.doi.org/10.4236/ce.2013.411102 [12] Mardones, D., & Cárcamo, L. (2013). Nativos digitales en el sur de Chile. El caso del establecimiento María Alvarado Garay en la comuna de Panguipulli. OBS* Journal, 7, 001-019.
http://obs.obercom.pt/index.php/obs/article/view/637/581 [13] Mineduc (2011) Programas de Estudios para Lenguaje y Comunicación. Ministerio de Educación de Chile.
http://curriculumenlinea.mineduc.cl/ [14] Ogbu, J. (1981). School Ethnography: A Multilevel Approach. Anthropology & Education Quarterly, 12, 3-29.
http://dx.doi.org/10.1525/aeq.1981.12.1.05x1281g [15] Palacheewa, P., Suwannatthachote, P., & Nilsook, P. (2012). Critical Issues to Be Concern in Selecting Tools for Teaching High School Computer Project Lesson Using Computer-Supported Collaborative Learning. Creative Education, 3, 11-14.
http://dx.doi.org/10.4236/ce.2012.38B003 [16] Pimmer, C., Linxen, S., & Gröhbiel, U. (2012). Facebook as a Learning Tool? A Case Study on the Appropriation of Social Network Sites from Mobile Phones in Developing Countries. British Journal of Educational Technology, 43, 726-738.
http://dx.doi.org/10.1111/j.1467-8535.2012.01351.x [17] Schoen, J., & Stevenson, R. D. (2010). Uses of Gigapan Technology in Formal and Informal Environmental Education. Fine International Conference on Gigapixel Imaging for Science. Paper 10.
http://repository.cmu.edu/gigapixel/10 [18] Stake, R. E. (1995). The Art of Case Study Research. Thousand Oaks, Sage Publications [19] Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The Impact of Mobile Learning on Students’ Learning Behaviours and Performance: Report from a Large Blended Classroom. British Journal of Educational Technology, 40, 673-695.
http://dx.doi.org/10.1111/j.1467-8535.2008.00846.x [20] Yin, R. K. (1994). Case Study Research: Design and Methods. Thousand Oaks, CA: Sage. [21] Yuen, A. H. K., Law, N., & Wong, K. C. (2003). ICT Imple Mentation and School Leadership: Case Studies of ICT Integration in Teaching and Learning. Journal of Educational Administration, 41, 158-170.
http://dx.doi.org/10.1108/09578230310464666