La importancia de presentar a futuros maestros herramientas tecnológicas como «Cmap tools» para la mejora de su práctica docente en la escuela

Abstract

Concept maps have proved to be an efficient tool for learning (Novak & Gowin, 1984) but also without the pretext of making a classification, one could say that has also been found useful to: identify students’ prior knowledge, summarizing what has been learned, note taking, help in the study, plan, build scaffolding for understanding, strengthen educational experiences, improve conditions for effective learning, promote critical thinking, support cooperation and collaboration, organize content (Cañas & Badilla, 2005; Coffey et al., 2003). In this study, we show the opinions concerning the use of Cmap Tools as a tool for making concept maps for their future practice as teachers in primary education, students of second year of teaching at the University of Granada. The research was based on the quantitative perspective, being the instrument used, a questionnaire released by one hand, the students’ opinion on the use of the methodology used: group activity and selfemployment, and the application of the tool Cmap Tools, and collect other personal and academic satisfaction of students involved in this experience. As for the extracted views emphasized that although student teachers feel that using technology in their classes, can be a strategy that promotes the teaching and learning, as claimed on this experience, it is true that students who do not coexist think so, hence it is necessary to strengthen this small percentage use of technological tools in teaching.