Las tecnologías educativas bajo un paradigma construccionistaun modelo de aprendizaje en el contexto de los nativos digitales, del programa "Niños con Talento Académico PENTA UC"

Resumen

When the concept of the constructivism started, the Information and Communication Technologies (ICT) as known today, were still a dream. With the appearance of “the Native Digital" (Prensky, 2009), changed the concept of the given education the natural tendency of these Students in the use of the Technological Devices (Notebook, Netbook, Ultrabook, Tablet, SmartPhone, IPhone, etc.) as a learning tool. They opt to put attention to new things and to the surprising, coloring and unexpected of the Educational Technologies. The Cognitive Neurosciences associates this effect with the dopamine, generated by the brain in front of the pleasant experiences and that helps the Student in natural form to increase his attention and his memory (Menichetti, 2011). The epistemology from which is carried out this, is about the Constructionism of Seymour Papert, pupil of Piaget in the University of Geneva in the 60´s. He affirms that, although the learning is founded starting from the interaction between fellow and object, this interaction charges relevance when it take place in atmospheres in which a concrete product is built (Papert & Harel, 1991). In the traditional schools, the technology is usually used as tools for presentations by the Teacher. In a Course based on Educational Technologies, the goal is that the Students use them as a learning tool. The Student is no longer a simple user of an application in the web or in some technological device, he is responsible in creating his own application for the own use and the use for the class. This development of “Significant Products” can be so much a Video game in 2 Dimensions or a Robot in 3 Dimensions that help him to think, to speak, to visualize, to communicate and to understand its environment better carrying out activities that use the hands like vehicle of the creativity. This investigation analyzes the Constructionism mediated by the Educational Constructionist Technologies (ECT) and demonstrates that it impacts in the satisfaction and the achievements in the learning of the Digital Native Students, in particular of the Course of “Robotic” of the Program of Gifted Children in the PENTA UC.