Esquema de Evaluación de Software

https://docs.google.com/fileview?id=0Bz2ApSPzo_Y7YjViZmE3Y2EtNmFmNC00YmRmLTliZDMtMjRmYmI2YjFiYTZj&hl=en

EVALUACIÒN DEL SOFTWARE EDUCATIVO

https://docs.google.com/fileview?id=0B9T2EuLfuzFgNmZlNGIzZDgtZWE2Yy00OWYwLTkzYWEtZDllODFlNjRkYzVi&hl=en

Characteristics psychoeducational and software technological

The teaching and learning in its historical development have passed through various educational psychology concepts that have been marked with significant importance, the development and use of educational software in different pedagogical models.

Too often have to work with software to show a working philosophy that does not correspond with the aspirations of what we develop in higher medical education.

The analysis of the varied theoretical positions from which they are developed educational software, on the intrinsic criterion of learning design, distinguishes two broad theories that bring together different strands

Trend characteristics and types of educational software psychology

• Behaviorism Formation of conditioned reflexes by stimulus response mechanisms. Contents highly structured.
  Induce rote memorization.
  The problematization they are making is generally poor, limited, mechanical, without customization.
  Limits the role of teacher
  
  Cognitivism are developed on the basis of the similarity between the cognitive processes and computer programs.

• Cognitive processes as sensation, perception, attention, memory, thought, and so on., Are considered as stages of information processing. Encourage development of learning strategies by association (repetition, review, monitoring) or restructuring (development, organization, grouping and engineering

• Constructivism foster the building of knowledge through constant interaction with the environment.
  Give the teacher the role of a facilitator of individual student learning.
  
  

PSICOPEDAGOGICOS FEATURES AND SOFTWARE TECHNOLOGY

PSICOPEDAGOGICOS FEATURES AND SOFTWARE TECHNOLOGY

The incorporation of TIC into teaching practice has generated profound changes in the traditional teaching process, changes in the infrastructure of the classroom where the computer and software with which the actors interact in the classroom enables students to work autonomously , seeking information and research to develop processes to systematize those making local information to construct their learning, while teachers become facilitators of such processes through the monitoring of work and feedback from the activity of TIC.

Regarding the present effectiveness variables in teaching practices incorporating instructional technologies studied, the teachers highlighted in the following:

** They have a high level of work and concentration of students in instructional tasks.

** Does not spend time on instructional activities.

** It takes a minimum to start instructional activities.

** Easily make the students start their work when requested.

** Strengthen opportunities for its students if they manifest a positive drive.

** Perform constant methodological changes.

** Increase in student learning.

** Increased interaction of teacher to students.

** Satisfaction teacher for his role as mediator.

** Design of successful planning.

** Development and periodic updating.

** Increasing participation and empowerment of students in the class.

Características de Software Educativo

EL SOFTWARE COMO HERRAMIENTA PARA ENSEÑANZA Y APRENDIZAJE

El Software Educativo es aquel material de aprendizaje diseñado especialmente para ser utilizado por medio de una computadora en el proceso de enseñanza aprendizaje, para el desarrollo educacional de los individuos se caracteriza por ser interactivos, apartir del empleo de recursos multimedia como videos, sonidos, ejercicios y juegos, que apoyan las funciones de evaluación y diagnóstico