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Revista Ciencias Técnicas Agropecuarias

versión On-line ISSN 2071-0054

Rev Cie Téc Agr vol.26 no.1 San José de las Lajas ene.-mar. 2017

 

Revista Ciencias Técnicas Agropecuarias, 26(1): 78-85, 2017, ISSN: 2071-0054

 

ORIGINAL ARTICLE

 

The Use of ICT for Learning in Agricultural Engineering Mechanics: UACh: Case, Mexico

 

El uso de las TIC para el aprendizaje en Ingeniería Mecánica Agrícola: caso UACh, México

 

 

MC. José Ramón Soca Cabrera,I Dra. Nadia Rosa Chaviano Rodríguez,II

IUniversidad Autónoma Chapingo (UACh), Departamento de Ingeniería Mecánica Agrícola (DIMA), Chapingo, Texcoco, Estado de México, México.
IIColegio Mexiquense de Estudios Psicopedagógicos de Zumpango (COMEPZ), San Juan, Zumpango de Ocampo, México.

 

 


ABSTRACT

The introduction of information technologies and communication technologies (ICT) in higher education has been a constant that has increased the technological empowerment of universities and adapt these tools to educational programs. In Chapingo Autonomous University (ChAU) seeks to introduce and develop the use of ICT in different Curriculum, both at the undergraduate level, as the graduate and high school level, plus administrative management. In this paper the results obtained on the use of ICT in the program of Agricultural Mechanical Engineering (AME) is exposed.The present study is a quantitative research - descriptive, A poll of 57 students graduated with 23 closed reagents that measure both the frequency of use of ICT in the educational program, as some elements of quality through variables applied “always”, “usually”, “sometimes”, “rarely” or “never” to be processed with a Likert scaling with values of 5 to 1. The results reflect the achievements and shortcomings in the use of ICT can be used to set goals, strategies and actions that make the process of teaching and learning more relevant in modern times.

Key words: technological resources, higher education, educational programs.


RESUMEN

La introducción de las Tecnologías de la Información y la Comunicación (TIC) en la educación superior permite aumentar la habilitación tecnológica de las universidades y adecuar estas herramientas a los programas educativos. En la Universidad Autónoma Chapingo (UACh) se busca introducir y perfeccionar el uso de las TIC en los diferentes planes de estudio, tanto a nivel de licenciatura, como el posgrado y el nivel medio superior, además de la gestión administrativa. En este trabajo se expone el resultado obtenido sobre el uso de las TIC en el programa de Ingeniería Mecánica Agrícola (IMA).El presente estudio es una investigación cuantitativa – descriptiva, se aplicó un instrumento tipo encuesta a 57 alumnos egresados con 23 reactivos cerrados que miden tanto la frecuencia de uso de las TIC dentro del programa educativo, como algunos elementos de calidad, mediante las variables de “siempre”, “casi siempre”, “a veces”, “casi nunca” y “nunca”, que se procesaron con una escala tipo Likert, con valores de 5 a 1. Los resultados reflejan los logros e insuficiencias en el uso de las TIC que se pueden utilizar para trazar metas, estrategias y acciones que hagan más pertinente el proceso de enseñanza y aprendizaje en los tiempos modernos.

Palabras clave: recursos tecnológicos, educación superior, programas educativos.


 

 

INTRODUCTION

The use of ICT in higher education is one of the factors that most influence has to change and transform the way of doing and thinking, both students and teachers. Authors like como Visser & Quinn (2002), Litwin (2005) and San Martín (2013) argue that the world is dominated by science and technology, and the use of these is creating new and different ways of learning.

Researchers like Duart & Sandrá (2000), Bates (2001), Majó & Marqués (2002), Pérez et al. (2003), Sangrá & González (2004), Argudín (2007) and Barroso (2007), consider the use of ICT in higher education a means to improve the educational quality of its programs; however, resistance is still found to integrate the teaching practice, existing contrasts, even within the same school.

Pérez et al. (2003) comments that virtual learning allows interactivity and promotes motivation, efficiency and improvement of knowledge in a flexible environment, which makes it easier to train better “professional” with the necessary skills to cope with this complex and emerging information society and knowledge.

According to López (2007) “it is estimated that the knowledge produced in the history of mankind is comparable to that of the past 10 years, and it is expected that in the future the number will double every five years, so that they circulate new knowledge and information in huge quantities”.

According Dondi et al. (2004), “a real perspective of students on the use of ICT in the university curriculum needs to be researched and developed, adding evidence and intense recent studies ...”. In that sense, Sangrá & González (2004) note that “there is a big gap in what refers to the evaluation of programs and strategies carried out by universities to integrate ICT. In most cases what happens is not evaluated what has been the actual impact of a particular measure”.

Educational institutions face the challenge of implementing policies and strategies to adapt to new times relevant and appropriate way. Gallego et al. (1996) propose the following functions to be fulfilled professor technological age: Being predisposed to innovation; possessing a positive attitude towards the integration of new media technology in the teaching and learning process; integrate technological resources in curriculum design; leverage the value of communication media to promote the transmission of information; select and evaluate technological resources, among others.

In Mexico, the National Development Plan 2013-20181 in Mexico with his goal 3 Quality Education says: “... promote policies to close the gap between what is taught in schools and skills that today’s world demand develop for learning throughout life. ... It will seek to encourage greater and more effective investment in science and technology, which feed the development of our human capital and our ability to generate products and services with high added value. “In this sense, one of its strategies to ensure this goal says: “to promote the incorporation of new information technologies and communication in the teaching and learning process”.

In the Chapingo Autonomous University they have been made in the introduction of ICT in academic activities which is reflected in the Institutional Development Plan 2009-20252, where it arises in its program 19 “Strengthening the resources and mechanisms for innovation education” strategy 2, which says: “Implement the use of Information and Communication Technologies and train academic staff and students to use”. However, it is considered that there is still insufficient implementation of concrete actions that put the institution at the height of the times that society demands.

Therefore, this paper is to identify some data obtained from quantitative studies degree in Agricultural Mechanical Engineering (AME) of ChapingoAutonomous University (UACh ) on the use of ICT for learning purpose.

 

METHODS

Degree in Agricultural Mechanical Engineering has over 25 years of existence, is accredited by the Accreditation Board of Engineering Education (CACEI) ensures the continuity of training of its graduates through the Graduate Programs: Master and PhD in Agricultural Engineering and Integrated Water Use both recognized in the National Register of Postgraduate Quality of the National Council of Science and Technology.

Qualitative methodology was used, with a descriptive approach using data from graduates of the degree in the period 2011-2014. In that time span graduated 90 and the sample participated randomly online was 57, representing 63.33%

The instrument used was a survey with 23 closed questions that measure both the frequency of use of ICT in the educational program as some elements of quality.

The results were processed using a Likert scale, the values listed in table 1. We worked through percentages shown in pictures.

For the average score for each response the corresponding statistical procedure was applied and on that basis the qualitative analysis.

 

RESULTS AND DISCUSSION

Questions and results obtained are as follows:

1. How often do you use the following tools in the development of the subjects Curriculum?

Analysis of Figure 1 shows that 60 % of respondents believe that “almost always” a word processor is used in the subjects of the degree, 65 % believe that “almost never” use spreadsheets, 56 % use presentations, around 40 % believe that email is used only “sometimes”, “rarely” or “never”; however, if you use the Internet in their subjects; but educational technology platforms “rarely” or “never” used in Curriculum subjects. The internet and word processor is most widely used in the process of teaching and learning.

In this regard, Litwin (2005) mentions that “pass technologies play a leading role, while ensuring the provision of updated information”.

2. How often do you use the Internet to ...?

As shown in Figure 2 Internet is mainly used as email, for entertainment and to communicate personal purposes; however, “sometimes” and “rarely” it is used to find information for assignments and work on the technology platform, respectively.

3. How often the use and management of ICT is reflected in ...?

As shown in Figure 3 it is observed that most respondents believe that “sometimes” use of ICT is reflected in the contents of the subjects in the learning process in the preparation and development of teachers in the resources used in teaching and “almost never” in the evaluation.

In this regard, Visser & Quinn (2002) mentions that “it is important for students to instructional materials specify what they can expect of the course and what is expected of them. It should be clear to why the issue to be addressed is relevant and how it relates to the general content of the course. Bates (2001)states that, “the use of technology in teaching should be taken as part of the workload of any holder faculty member. If not, hardly the professor conducted voluntarily additional tasks and thus failure for not taking into account the workload that requires the use of technology in education is probably the biggest barrier for use”.

4. The use and management of ICT has improved communication between:

The majority opinion reflects that the use of ICT “almost always” improve communication between student - university student - teacher; but with the Department and student - student is considered that only “sometimes” (Figure 4).

It is a failure to attend because one of the benefits of ICT is the facility to streamline communication processes between various actors and academic and administrative bodies. Retaking the principle related to communication referred Sangrá & González (2004), which shows the ease that ICTs provide to communicate with students and teachers.

5. How do you perceive the development of ICT in ...?

In this question the majority opinion that the development of ICT in college, in the Department and the Curriculum is good (Figure 5).

Students of the AME degree have generated different processes that are reflected in various actions, such as search, selection and acquisition of updated by querying databases resources; more collaborative work by using forums and chat rooms to be fed back with others; increased use of the Internet for research and, in general, a provision open to integrate new elements into the learning process.

Figure 6 shows the weighted evaluation according to the average obtained in each variable analyzed is shown.

It is noted that the ICT tools that need to be reinforced in the process of teaching and learning are the use of educational platforms and use of resources for evaluation, and the use of spreadsheets and other software.

A proposal to improve the overall education of students IMA line with the objectives of this work is as follows:

Plan Update Study of the degree based on the constructivist curriculum focusing on skills, comprehensive training, focused on meaningful learning set, which implies that educational programs encourage skills development in ICT use.

Promote the development and use of educational platforms, educational videos, multimedia, among other resources.

Establish guidelines, strategies and actions to promote the creation and use of ICT in the teaching and learning process, both at institutional level and the degree.

This issue should be further investigated in more depth in each of the subjects of the Educational Program to better exploit the use of ICT and the DIMA ChAU available.

 

CONCLUSIONS

In the study it demonstrated that the increased use of ICT by students is not isolated and that should be oriented towards better use of their learning abilities. In this regard, Litwin (2005) states that “if the use of new technologies is common and they expand as forms of entertainment, is likely to stimulate trial and error and rapid response”, ie, through use daily, they are promoting cognitive and procedural skills that will lead students toward expediting conceptual and methodological insights, among other skills.

 

NOTES

Diario Oficial de la Federación: Plan Nacional de Desarrollo 2013–2018, [en línea], 184 pp, México, 2013, Disponible en: http://pnd.gob.mx/wp-content/uploads/2013/05/PND.pdf, [Consulta: 17 de noviembre de 2014].

2 Universidad Autónoma Chapingo: Plan de Desarrollo Institucional 2009–2025, [en línea], Universidad Autónoma Chapingo, 180 pp, 2009, Disponible en: http://www.chapingo.mx/upom/pdi.html, [Consulta: 20 de noviembre de 2014].

*The mention of commercial equipment marks; instruments or specific materials obey identification purposes, not existing any promotional commitment with relationship to them, neither for the authors nor for the editor.

 

BIBLIOGRAPHY

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Visser, L.; Quinn, B.W.: Desarrollo de la comunicación motivacional en apoyo a la educación a distancia, Ed. Universidad de Guadalajara, Coordinación General del Sistema para la Innovación del Aprendizaje, 1.a ed., Guadalajara, Jalisco, 217 p., 2002, ISBN: 978-970-27-0278-8.

 

 

Received: 18/10/2015
Approved: 14/11/2016

 

 

José Ramón Soca Cabrera, professor, Universidad Autónoma Chapingo (UACh), Departamento de Ingeniería Mecánica Agrícola (DIMA), Chapingo, Texcoco, Estado de México, México. Email: jsoca@yahoo.com

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