SUMMARY OBJECTIVE: The growing availability of devices for mobile learning has created new opportunities for teaching. With the development of smartphone apps based on audience response systems, there is a possibility to quickly assess student knowledge. The education of health professionals, including medical students, is an essential strategy for tuberculosis control. In the context of the coronavirus disease 2019 pandemic, audience response systems are very useful as online assessment tools. The aim of this study was to use the audience response systems Socrative to assess medical students during a class on tuberculosis. METHODS: This is a quasi-experimental before-and-after study, with pre- and post-tests carried out through the Socrative app, respectively, before and after a lecture on tuberculosis for medical students. Also, a cross-sectional study was carried out after the course to evaluate the participant's satisfaction through an electronic, structured questionnaire with a Likert-type scale. RESULTS: A total of 126 students were included in the study. The overall mean pre- and post-test scores were 5.98±1.59 and 8.37±1.36, respectively, with a statistically significant difference (p<0.0001). Almost all students were totally satisfied with the use of Socrative on pre- and post-tests. CONCLUSION: This study describes how the use of Socrative in a tuberculosis class was well received by students. In addition, the baseline knowledge on tuberculosis was low in some topics, with some improvement after the lecture. These findings emphasize the need to further improve the students’ knowledge on tuberculosis and help instructors customize the lecture based on the gaps identified in the Socrative assessment.

Abstract The objective of this study was to develop and evaluate the application of computerized programming to teach how to study expository texts. Principles of programmed instruction were used, and different target behaviors were focused on: inspecting the text, locating and highlighting important information, paraphrasing, building schemes, and conceptual maps, and elaborating questions on the topic. The activities were designed and carried out using Google Forms, Socrative, and Wordwall applications. Nine students from the 3rd to the 6th year of elementary school, from public and private schools, participated in this study. Participation was online and remote. The results showed an improvement in the performance of the participants in seven of the ten selected objectives for evaluation. In conclusion, it is possible to teach how to study expository texts through programmed instruction based on a clear description of the objectives involved in this repertoire. used text information paraphrasing schemes maps topic Forms Socrative applications rd th school schools remote evaluation conclusion repertoire

Resumo O objetivo do estudo foi avaliar a aplicação de uma programação informatizada para ensinar a estudar textos didáticos. Utilizando princípios para a elaboração do ensino programado, teve-se como foco diferentes comportamentos-alvo: inspecionar o texto, localizar e grifar informações importantes, parafrasear, construir esquemas e mapas conceituais, e elaborar questões sobre o tema. As atividades foram elaboradas e realizadas utilizando os aplicativos Google Forms, Socrative e Wordwall. Participaram desse estudo nove estudantes do 3o ao 6o ano do ensino fundamental, de escolas públicas e privadas. A participação foi online e remota. Os resultados apontaram melhora no desempenho dos participantes em sete dos dez comportamentos selecionados para avaliação. Conclui-se que é possível ensinar comportamentos de estudo de textos didáticos por meio de uma programação de ensino a partir da descrição clara dos objetivos envolvidos neste repertório. programado tevese teve se comportamentosalvo alvo comportamentos-alvo texto importantes parafrasear conceituais tema Forms Wordwall fundamental privadas remota avaliação Concluise Conclui repertório

Resumo Nos últimos anos, as ferramentas tecnológicas para o ensino-aprendizagem têm recebido atenção dos educadores e pesquisadores. A pandemia da Covid-19, permitiu à UnB capacitação dos professores para o uso das novas tecnologias de ensino, como por exemplo, o Office 365 e o Aprender 3. Além disso, os recursos, com feedback imediato, como, o Socrative e o Kahoot continuaram sendo usados, principalmente, para aumentar a motivação, o engajamento, o desempenho para as tarefas colaborativas ou, até mesmo, para fins de avaliação. Com o recuo da pandemia da Covid-19 e a volta às aulas, no presencial, foi possível alinhar o uso dessas ferramentas tecnológicas às aulas teóricas. Nesse contexto, o objetivo principal deste estudo foi dar continuidade no uso das ferramentas tecnológicas do MS Teams e do TRELLO, para oitenta estudantes, de segundo e terceiro semestres da disciplina de Seminário Integrativo, no modo presencial, do primeiro semestre de 2022, bem como conhecer a perceção dos estudantes sobre o uso do Caderno do MS Teams e do recurso TRELLO como apoio de ensino-aprendizagem. Os estudantes foram adicionados como membros da equipe do MS Teams e convidados a se inscreverem no TRELLO. As tarefas foram realizadas, em grupo, e compartilhadas nos cards do TRELLO. Dos 38 estudantes, que responderam o questionário da avaliação da disciplina, todas as respostas foram consideradas na análise de conteúdo, com o uso do software IRAMUTEQ. Foi possível perceber, nas respostas dos estudantes, que tanto o Teams quanto o TRELLO são completos e, por isso, devem ser apresentados, com detalhes, num primeiro encontro presencial. Além disso, o TRELLO foi destacado, por alguns estudantes, como uma plataforma facilitadora para a organização dos trabalhos em grupo e o Teams para a melhor comunicação entre a professora e os estudantes nas aulas presenciais.

Abstract In recent years, technological tools for teaching-learning have received attention from educators and researchers. The Covid-19 pandemic allowed the UnB to train teachers in the use of new teaching technologies, such as Office 365 and Learning 3. In addition, resources, with immediate feedback, such as Socrative and Kahoot continued to be used mainly to increase motivation, engagement, performance for collaborative tasks, or even for evaluation purposes. With the retreat of the Covid-19 pandemic and the return to classes, in face-to-face classes, it was possible to align the use of these technological tools with theoretical classes. In this context, the main objective of this study was to continue the use of the technological tools of MS Teams and TRELLO, for eighty students, in the second and third semesters of the Integrative Seminar discipline, in face-to-face mode, in the first semester of 2022, as well as to know the students' perception about the use of the MS Teams Notebook and the TRELLO resource as a teaching-learning support. Students were added as MS Teams team members and invited to enroll in TRELLO. The tasks were carried out, as a group, and shared on TRELLO cards. Of the 38 students who answered the subject evaluation questionnaire, all responses were considered in the content analysis, using the IRAMUTEQ software. It was possible to perceive, in the students' responses, that both Teams and TRELLO are complete and, therefore, must be presented, in detail, in a first face-to-face meeting. In addition, TRELLO was highlighted by some students as a facilitating platform for organizing group work and Teams for better communication between the teacher and students in face-to-face classes.

Resumo: A pandemia da Covid-19 ocasionou grandes mudanças na vida cotidiana de todos, principalmente, em relação às adaptações que foram necessárias para o isolamento social. Por exemplo, nas Universidades os cursos presenciais deram lugar às aulas online. Assim, o planejamento das aulas exigiu, de cada professor, uma sequência didática, lógica, para a participação dos estudantes, tanto nas aulas síncronas, quanto nas atividades no modo assíncrono. Diversas plataformas tecnológicas foram sendo disponibilizadas, tais como, o Socrative, o Kahoot, o TRELLO e o próprio Office 365 (O365). Nesse contexto, o objetivo principal deste estudo foi conhecer a percepção dos estudantes, da disciplina de Química Orgânica Aplicada à Farmácia, da Faculdade de Ceilândia da Universidade de Brasília (FCE/UnB), quanto ao uso das plataformas do Office 365 (O365) e do Socrative. O estudo contou com a participação de 50 estudantes do Curso de Farmácia, matriculados no 1º semestre de 2021. Para isso, foi criada uma Equipe na plataforma Teams do O365 e os links dos conteúdos dos capítulos do e-book da “minha biblioteca UnB” e as listas de exercícios, foram compartilhados na Seção “Biblioteca de conteúdo”. Os estudantes responderam as tarefas dos Questionários Forms e realizaram os Socrative. Dos 30 estudantes que responderam o Formulário Forms, sobre o uso dos recursos tecnológicos, todas as respostas foram consideradas na análise de conteúdo, com o uso do software IRAMUTEQ. O estudo mostrou-se promissor para o uso das tecnologias nas categorias de vantagens, “dificuldades”, sugestões e contribuições.

Abstract: The Covid-19 pandemic caused great changes in everyone`s routine, especially with the adaptations that were necessary for the social isolation. For example, in universities, online classes replaced In-person courses. Thus, the planning of classes required, from each teacher, a didactic, logical sequence, for the participation of students, both in synchronous classes and in activities in asynchronous mode. Several technological platforms were provided, such as Socrative, Kahoot, TRELLO and Office 365 (O365). In this context, the main objective of this study was to understand the student's perception, of the discipline of Organic Chemistry Applied to Pharmacy (QOAF1), regarding the use of the O365 and Socrative platforms. The study was carried out with 50 students from the Pharmacy Course, enrolled in the 1st semester of 2021. Thereby, a Team was created on the O365 Teams platform so the content of the course could be shared, such as the links to the chapters of the e-book of “my UnB library” and exercise lists, in the “Content Library” Section. The students answered the tasks of the Forms Questionnaire and performed the Socrative. Thirty studentsanswered the Forms about the use of technological resources, and all of answers were considered in the content analysis, using the IRAMUTEQ software. The results of the study were promising for the use of technologies in the categories of advantages, "difficulties", suggestions and contributions.

Resumen El bajo rendimiento académico en el área de matemáticas a nivel universitario, es preocupante en países de Latinoamérica como Ecuador y Venezuela. Por este motivo, cobra mayor fuerza la presencia de herramientas educativas innovadoras, las cuales, mediante dispositivos móviles, facilitan la evaluación permitiendo monitorear el progreso del estudiantado en su aprendizaje. El objetivo general de este artículo fue, analizar el uso de Socrative como herramienta para la evaluación y el aprendizaje de Fundamentos Matemáticos en el estudiantado universitario. Para ello, se utilizó una metodología cuantitativa, de tipo descriptivo, con un diseño de investigación de campo, transversal, cuya población fue de 542 estudiantes inscritos, y la muestra fue de 36 estudiantes pertenecientes al primer ciclo académico del periodo Octubre 2018-Febrero 2019 de la Universidad Técnica Particular de Loja, en la ciudad de Loja en Ecuador; los instrumentos fueron cuestionarios elaborados con Socrative y una encuesta de satisfacción aplicada al estudiantado. Los resultados indicaron que la herramienta Socrative resultó ser sobresaliente y beneficiosa para la evaluación y el aprendizaje de la unidad Funciones, donde el estudiantado mostró un progreso en sus niveles de conocimiento y en sus calificaciones. Además, el alumnado reconoció que este recurso propicia el desarrollo de sus habilidades y el trabajo autónomo. Se concluyó que Socrative representa una herramienta didáctica de gran potencial para la mejora del rendimiento estudiantil, pues, mediante la evaluación en diferentes momentos, se logró percibir las debilidades y fortalezas que se presentan en el proceso de aprendizaje, con la intención de enmendar tales debilidades en el momento propicio.

Abstract The low academic performance in the area of mathematics at the college level is worrying in Latin American countries such as Ecuador and Venezuela. This is why the presence of innovative educational tools, which through mobile devices, facilitate evaluation, allowing monitoring of the student's progress in their learning. The general objective of this article was to analyze the use of Socrative as a tool for the evaluation and learning of Mathematical Foundations in university students. For this, a quantitative, descriptive methodology was used, with a cross-sectional field research design, whose population was 542 enrolled students and the sample was 36 students belonging to the first academic cycle of the October 2018-February 2019 period; the instruments were questionnaires elaborated with Socrative and a satisfaction survey applied to the students. The results indicated that the Socrative tool turned out to be outstanding and beneficial for the evaluation and learning of the Unit Functions, the students showed progress in their levels of knowledge and in their grades. In addition, they recognized that this resource encourages the development of their skills and autonomous work. It was concluded that Socrative represents a didactic tool with great potential for the improvement of student performance, because through the evaluation at different moments it was possible to perceive the weaknesses and strengths that are presented in the learning process with the intention of amending at the right moment.

Abstract Aim: Cardiovascular physiology learned by exercise science students is often quickly forgotten. We tested whether a state rotation model would help students to recall key principles of Cardiovascular Physiology (CV). Methods: Seventy-one undergraduate students enrolled in the Exercise Physiology Course at the School of Physical Education and Sport, University of São Paulo, participated in the study. The students were randomly assigned into one of 4 stations, dedicated to recalling the concepts of the heart as a pump (e.g. preload, post-load, and contractility; station 1) and hemodynamics (e.g. serial and parallel conductance; station 2) by using the educational tool. Heart rate (HR) control by sympathetic nervous system activation (station 3) and HR control by vagal activation (station 4) were assessed by quantifying HR response to the Stroop color and word test and during face immersion in cold water, respectively. To evaluate the efficacy of the intervention, we used a Socrative app to launch eight multiple-choice questions before (PRE) and after (POST) the student's station rotation. The questions were related to the basic principles of exercise physiology and its consequences on the cardiovascular system. Results: The 4-station average score (% of corrected answers) achieved after the station rotation was higher than the score achieved before (71.21%, SD 14.50 vs. 31.07%, SD 18.04; for POST and PRE, respectively p < 0.005). Considering specific stations, the lowest score of corrected answers before the rotation was observed at station 2- hemodynamics when compared with station 1-heart as a pump and station 3/4 - autonomic control (18.9%, SD 0.9 vs. 46.5, SD 24.1 and 34.8, SD 2.1 for hemodynamics, heart as a pump and autonomic control, respectively). Interestingly, after the rotation, there was a significant increase in corrected scores for all stations (33.9, SD 9.8; 80.5, SD 4.6 and 90.2, SD 2.3, for hemodynamics, heart as a pump, and autonomic control, respectively). Conclusion: Our results suggest that the use of the educational tool was effective to recall CV principles that are essential to a better understanding of the CV responses to exercise and applying the concepts in exercise testing and prescription for different populations.

Resumo: No último ano, com a crise mundial da saúde pública, devido à pandemia da Covid-19, o ensino presencial deu lugar ao uso de plataformas tecnológicas para aulas online. Assim a Universidade de Brasília (UnB) preparou o seu corpo docente, para o ensino remoto, com a oferta de cursos sobre as plataformas do Moodle Aprender 3 e do Office 365 da Microsoft. Por outro lado, o planejamento das aulas, no modo remoto, exigiu de cada professor, uma sequência didática, lógica, para a participação dos estudantes, tanto nas aulas síncronas, quanto nas atividades assíncronas. Assim, o objetivo principal deste estudo foi conhecer a percepção dos estudantes da Farmácia sobre o uso da plataforma Socrative, nas aulas síncronas da disciplina de Química Orgânica. Trata-se de uma plataforma online na qual os estudantes praticam o conteúdo trabalhado em sala de aula, usando os seus smartphones ou tablets. O estudo contou com a participação de sessenta estudantes de segundo semestre do curso de Farmácia, da disciplina de Química Orgânica, ofertada no 1º semestre de 2020. que realizaram as avaliações sobre a nomenclatura IUPAC dos compostos orgânicos. Dos 40 estudantes, que responderam ao questionário, foram consideradas apenas 34 respostas, na análise de conteúdo, com o uso do software IRAMUTEQ. O estudo mostrou-se promissor para o uso do Socrative nas categorias de vantagens, “dificuldades”, sugestões e contribuições.

Abstract: In the last year, with the global public health crisis, due to the Covid-19 pandemic, face-to-face education gave way to the use of technological platforms for online classes. Thus, the University of Brasilia (UnB) prepared its teaching staff for remote teaching, offering courses on the Moodle Aprender 3 and Office 365 platforms from Microsoft. On the other hand, the planning of the classes, in the remote mode, demanded from each teacher, a didactic sequence, logical, for the participation of the students, both in the synchronous classes, as in the asynchronous activities. Thus, the main objective of this study was to know the perception of Pharmacy students on the use of the Socrative platform, in the synchronous classes of the discipline of Organic Chemistry. It deals with an online platform in which students practice the content worked in the classroom using their smartphones or tablets. The study had the participation of sixty students from the second semester of the Pharmacy course, of the discipline of Organic Chemistry, offered in the 1st semester of 2020 who carried out the evaluations on the IUPAC nomenclature of organic compounds. Of the 40 students who answered the questionnaire, only 34 responses were considered in the content analysis, using the IRAMUTEQ software. The study proved to be promising for the use of Socrative in the categories of advantages, “difficulties”, suggestions and contributions.

Introduction: Technological changes during the last decades has also affected the educational method in the health field. Socrative is a manager of real-time student participation in classrooms. It allows tests, evaluations, activities, etc. and handle the data by the teacher. Subjects and methods: This application has been used in five different themes in the Academic Pathology subject in the third year of Medicine Degree, involving 44 students. A satisfaction survey of the method was done. A basic statistical analysis was performed. Results: Satisfaction survey pointed out that students are very keen to this type of teaching modality. The average overall assessment of the final experience in the use of Socrative was 8.6 points out of 10. Most students have no previous experience with this type of innovation. However, a large majority will be very receptive to using them as complementary material to the classes. With respect to the test, the average of the percentage of global successes was 79.63%. The topic with the highest percentage of successes was male genital pathology (93.17%), while the topic with the lowest percentage of successes was liver, biliary and pancreatic pathology (66.87%). Conclusion: The use of Socrative encourages attention, assimilation of concepts and is highly valued by students.

Introducción: Los cambios tecnológicos que se han producido y se están produciendo en estas últimas décadas afectan también al método educativo en el ámbito sanitario. Socrative es un gestor de la participación de los estudiantes en el aula en tiempo real. Permite realizar tests, evaluaciones, actividades, etc., y manejar los datos por el docente. Sujetos y métodos: Se ha utilizado esta aplicación en cinco temas diferentes de la asignatura de anatomía patológica del tercer curso del Grado en Medicina, con una participación de 44 alumnos. Se realizó un análisis estadístico básico y una encuesta de satisfacción del método. Resultados: La encuesta de satisfacción mostró que los alumnos son muy receptivos a este tipo de modalidad docente. La valoración global media sobre la experiencia final en el uso de Socrative fue de 8,6 puntos sobre 10. La mayor parte de los alumnos no tenían experiencia previa con este tipo de plataformas de innovación. No obstante, una gran mayoría se mostraron muy receptivos a usarlas como material complementario a las clases. Con respecto al test, la media del porcentaje de aciertos global fue del 79,63%. El tema con más porcentaje de aciertos fue la patología genital masculina (93,17%), y con menor porcentaje de aciertos, patología hepática, biliar y pancreática (66,87%). Conclusión: El uso de Socrative fomenta la atención y la asimilación de los conceptos y está muy bien valorada por los alumnos.

Resumo O objetivo deste trabalho foi investigar quais são os instrumentos tecnológicos mais utilizados por estudantes universitários de uma instituição de ensino superior e identificar como estes influenciam seu processo educacional. A metodologia foi quantitativa. O instrumento utilizado foi uma pesquisa eletrônica para coletar informações. 224 estudantes de graduação e pós-graduação participaram. Os dados aqui apresentados estão diretamente relacionados ao uso de ferramentas tanto na escola quanto no nível individual. Entre os resultados obtidos, destaca-se o uso do Microsoft Word como processador de texto e Microsoft PowerPoint para fazer apresentações. Em relação ao uso de videoconferências, existem muito poucos professores e alunos que utilizam esse meio. O software de comunicação mais notável é o Skype. Por outro lado, o dispositivo que a maioria dos alunos usa para o trabalho escolar é o computador, mas em suas vidas diárias eles usam principalmente o smartphone. Foi também detectado que os alunos utilizam cada vez mais ferramentas tecnológicas na escola e na sua vida em comum e que estes não necessariamente concordam são aqueles que o professor recomenda e revê em aula. Eles mesmos recebem a tarefa de procurar aplicativos que atendam às suas atividades escolares. Isso foi demonstrado pelas plataformas educacionais que utilizam, já que não só usaram a institucional, como destacam outras como Canvas e Socrative. Nesta pesquisa, observou-se que, embora existam várias aplicações para apresentações, os alunos ainda preferem programas do Microsoft Office para o trabalho escolar. Essa informação é relevante para os professores e pode ser útil para gerar e aplicar diferentes estratégias em sala de aula, uma vez que para os alunos essas ferramentas são necessárias em seu processo educacional e podem ajudar a melhorar seu desempenho acadêmico.

Abstract The objective of this work was to investigate the technological tools most used by university students in a higher education institution and to identify how these influence their educational process. The methodology was quantitative. And the instrument used was an electronic survey to collect information. In total, 224 undergraduate and graduate students participated. The results obtained show that programs such as Microsoft Word and Microsoft PowerPoint stand out. Regarding videoconferencing, there are still very few teachers and students who use it. The software that excels in this aspect is Skype. On the other hand, the device that most students use for their work at school is the computer, but the one they most use for a game or application is the telephone. Likewise, it was observed that students use more and more technological tools in the school and not only those used by teachers. They themselves are given the task of looking for applications that serve their school activities. This was demonstrated with the educational platforms that they use, since not only have they used the institutional one, but others like Canvas and Socrative stand out. With this research it was possible to demonstrate that although there are diverse applications for presentations, students still prefer the Microsoft Office programs for their school work. This information is relevant for teachers, and can be useful to generate and apply different strategies in the classroom, since for students these tools are necessary in their educational process and can help improve their performance.

Resumen El objetivo de este trabajo fue investigar cuáles son las herramientas tecnológicas más utilizadas por estudiantes universitarios en una institución de educación superior e identificar cómo éstas influyen en su proceso educativo. La metodología fue cuantitativa. El instrumento utilizado fue una encuesta electrónica para recabar la información. Participaron 224 estudiantes de licenciatura y posgrado. Los datos aquí presentados tienen relación directa con el uso de las herramientas tanto a nivel escolar como individual. Dentro de los resultados obtenidos, sobresale el uso de Microsoft Word como procesador de textos y Microsoft PowerPoint para efectuar presentaciones. En cuanto al uso de videoconferencias, son muy pocos los profesores y estudiantes que utilizan este medio. El software de comunicación que más sobresale es Skype. Por otra parte, el dispositivo que más utilizan los estudiantes para sus trabajos escolares es la computadora, pero en su vida cotidiana recurren sobre todo al smartphone. También se pudo detectar que los estudiantes utilizan cada vez más herramientas tecnológicas en la escuela y en su vida común y que estas no necesariamente concuerdan con las que el profesor recomienda y revisa en clase. Ellos mismos se dan a la tarea de buscar aplicaciones que les sirvan para sus actividades escolares. Esto se demostró con las plataformas educativas que utilizan, pues no solo han utilizado la institucional, sino que sobresalen otras como Canvas y Socrative. En esta investigación se pudo observar que, a pesar de que existen diversas aplicaciones para presentaciones, los estudiantes siguen prefiriendo los programas de Microsoft Office para sus trabajos escolares. Esta información es relevante para los docentes, y puede ser útil para generar y aplicar estrategias diversas en el salón de clase, ya que para los alumnos estas herramientas son necesarias en su proceso educativo y pueden ayudar a mejorar su desempeño académico.

Abstract The growing integration of mobile technology into classrooms is producing new environments that innovate teaching methods. This descriptive, survey-based study analyzes trainee teachers’ perceptions of the use of Socrative and its implications for learning processes. Data was collected through a questionnaire designed ad hoc. The study sample comprised university students (n= 168) from the bachelor’s degree in early childhood education at the School of Education Sciences of a Spanish university. The results of this study indicate significant changes in students’ learning processes, social relations, and teaching methodologies.

Resumen La creciente integración de la tecnología móvil en el aula está generando nuevos escenarios para innovar los métodos docentes. En este estudio se analizan las percepciones que maestros en formación muestran específicamente sobre el uso de Socrative y sus implicaciones en procesos de aprendizaje. El diseño de la investigación fue de tipo descriptivo basado en encuestas. En la recogida de datos se administró el cuestionario diseñado ad hoc. Se trabajó sobre una muestra de estudiantes universitarios (n=168) del grado en Educación Infantil de la Facultad de Ciencias de la Educación de una universidad española. Los resultados de este estudio apuntaron cambios significativos en el proceso de aprendizaje de los alumnos, en las relaciones sociales y en la metodología del docente.

The present work will deal with an educational innovation, aimed at the second cycle of Primary Education, which deals with the application of an ICT resource (Information and communication technology) based on gamification, such as Socrative, for the delivery of the Unit Didactics of "Living beings". The use of this application allows the teacher to work from the pedagogical model called flipped classroom, which combines work outside the classroom with real work in it, optimizing the time of the teaching-learning process, from a more dynamic and motivating approach. The theoretical part of the article will deal with aspects that relate how new technologies have influenced Education, as well as the advantages of their use in the teaching-learning process (T-L). In this way, the approach of school 2.0 and the characteristics and benefits of the use of new technologies in the classroom will be discussed, to finish commenting on what the Socrative application is, how it works and what revenues can be derived from its use in the classroom. Also, in this project of educational innovation have been raised a series of work sessions where students will use the Socrative tool and acquire or reinforce concepts related to living beings, didactic unit chosen to virtualize it on this platform. The use of this ICT tool has repercussions in two areas: the teaching process developed in the classroom; On the one hand, it allows students to acquire a more meaningful learning, working in a game environment; on the other hand, it allows the teacher to instantly assess the students and obtain graphs to see the weaknesses, in the concepts worked on, of each student in particular, improving the T-L process.

El presente trabajo tratará de una innovación educativa, destinado al segundo ciclo de Educación Primaria, que versa en la aplicación de un recurso TIC (Tecnología de la información y la comunicación) basado en la gamificación, como es Socrative, para la impartición de la Unidad Didáctica de "Los seres vivos". El uso de esta aplicación permite al docente trabajar desde el modelo pedagógico llamado flipped classroom, que combina el trabajo fuera de aula con el trabajo real en la misma, optimizando el tiempo del proceso de enseñanza-aprendizaje, desde un enfoque más dinámico y motivador. En la parte teórica del artículo se tratarán aspectos que relacionen cómo han influido las nuevas tecnologías en Educación, así como las ventajas de su uso en el proceso de enseñanza-aprendizaje (E-A). De esta forma, se tratará el enfoque de la escuela 2.0 y las características y bondades del uso de las nuevas tecnologías en el aula, para acabar comentando qué es la aplicación Socrative, su funcionamiento y qué réditos pueden sacarse de su uso en el aula. Asimismo, en este proyecto de innovación educativa se han planteado una serie de sesiones de trabajo donde el alumnado utilizará la herramienta Socrative y adquirirá o reforzará conceptos relacionados con los seres vivos, unidad didáctica elegida para virtualizarla en esta plataforma. El uso de esta herramienta TIC repercute en dos ámbitos el proceso de enseñanza desarrollado en el aula; por un lado, permite al alumnado adquirir un aprendizaje más significativo, trabajando en un entorno juego; por otro, permite al docente evaluar de forma instantánea al alumnado y obtener gráficas donde ver las debilidades, en los conceptos trabajados, de cada alumno o alumna en particular, mejorando el proceso de E-A.

Students' learning strategies to acquire reading skills at the secondary level are becoming less and less stimulating and this is reflected in the difficulties they present to approve the university entrance course. This article summarizes the experience of working reading comprehension in the last year of high school, through school - university articulation, from the extension project Digital Educational Materials, CS Res. 45-UNSL and the research work of the reading comprehension course teaching team for university admission of the Faculty of Cs. Physical, Mathematics and Natural Sciences of the National University of San Luis. The teaching team is composed of university teachers of education and computer science. The activities used were designed for a disruptive learning environment, using mobile devices as a motivating learning element. An interactive activity was proposed through a free Web platform called Socrative. In this experience, the students' difficulties regarding study habits, reading skills and low self-esteem to begin the path to higher education studies are evident.

Las estrategias de aprendizaje para que los alumnos adquieran aptitud lectora, en el nivel secundario, se hace cada vez menos estimulante y esto se refleja en las dificultades que presentan para aprobar el curso de ingreso universitario. En el presente artículo, se relata la experiencia de trabajar la comprensión de textos en el último año del secundario, mediante la articulación escuela - universidad, a partir del proyecto de extensión Materiales Educativos Digitales, Res CS. 45-UNSL y del trabajo de docencia e investigación de los integrantes del curso de comprensión de textos del ingreso universitario de la Facultad de Cs. Físico, Matemáticas y Naturales de la Universidad Nacional de San Luis. El equipo está integrado por docentes universitarios de educación e informática. Las actividades utilizadas se diseñaron para un entorno de aprendizaje disruptivo, utilizando dispositivos móviles como elemento motivador del aprendizaje. Se propuso una actividad interactiva mediante la plataforma Socrative de acceso libre en la Web. En esta experiencia se evidencia las dificultades que presentan los alumnos respecto a hábitos de estudio, aptitudes de lectura y baja autoestima para iniciar el camino a los estudios de nivel superior.

Introduction: In general, the level of attention of students in the classroom is decreasing throughout the class time. Normally, asking questions to review content and breaking the rhythm of the explanation favours attention. In this sense, in the subject of Human Physiology of the Degree of Biomedical Sciences of the University of Barcelona it was decided to add dynamism to the class through the Socrative application, which allows to raise questions and to know the response of the students in real time through computers and mobile devices. Material and methods: At the beginning of each class, questions were asked to review contents of the previous day or to introduce aspects not presented yet. The global responses were then reviewed and the doubts that had emerged were clarified. At the end of each topic or thematic block, questions were also asked to review the contents. Results: The assessment of this experience was collected through student opinion surveys. They evaluated positively the experience, considering it globally as satisfactory, with a score of 4.3 (5 being the highest degree of agreement). They also indicated that it was an easy and intuitive tool (4.6 / 5), which had been motivating and had favoured that classes were more dynamic and enjoyable (4.4 / 5). In addition, they stated that it had been useful to reinforce the learning of contents (4.4 / 5). Conclusions: The use of reinforcement questions in class through Socrative caused students to be attentive and to actively participate in the classes.

Introducción: El grado de atención de los estudiantes en el aula, por lo general, va disminuyendo a lo largo de la hora lectiva. Normalmente, el planteamiento de preguntas para repasar contenidos y romper con el ritmo de la explicación favorece la atención. En este sentido, en la asignatura de Fisiología Humana del Grado de Ciencias Biomédicas de la Universitat de Barcelona se optó por dinamizar la clase a través de la aplicación Socrative, que permite plantear preguntas y conocer la respuesta de los estudiantes a tiempo real a través de ordenadores y dispositivos móviles. Material y métodos: Al inicio de cada clase, se hacían preguntas para repasar contenidos del día anterior o para introducir aspectos aún no tratados. A continuación, se revisaban las respuestas globales y se aclaraban las dudas que habían surgido. Al final de cada tema o bloque temático también se planteaban preguntas para integrar y revisar los contenidos. Resultados: La valoración de esta experiencia se recogió mediante encuestas de opinión a los estudiantes. Estos evaluaron positivamente la experiencia, al considerarla globalmente como satisfactoria, con una puntuación de 4,3 (5 es el máximo grado de acuerdo). También indicaron que era una herramienta fácil e intuitiva (4,6/5), que había sido motivadora y que había favorecido que las clases fueran más dinámicas y amenas (4,4/5). Además, manifestaron que había resultado útil para reforzar el aprendizaje de los contenidos (4,4/5). Conclusiones: El uso de preguntas de refuerzo en clase a través de Socrative hizo que los estudiantes se mostraran atentos y participaran activamente en las clases.

Learning chemistry at university level has become every day a less attractive field for first year students. They have little interest in the subject and they are prone to fail. In that regard, new methodologies based on teaching innovation have become an ally for students. In this work, a teaching innovation case is presented using socrative.com platform. The platform possess a friendly environment and has been designed to have an immediately feedback of students' progress when they use their own mobile devices. The results show that students rapidly adopt the platform since they are digital natives. They are prone to answer the chemical question through their touch devices due to they are able to remain anonymous. Thus, they do not have to solve exercises on the board. They recognize that the platform helped them pass the course and get excited about the fact extend this to other subjects.

El aprendizaje de la Química a nivel universitario se hace cada vez menos estimulante para los estudiantes de primer año, lo que se observa por el bajo interés que presentan en la asignatura y las altas tasas de reprobación. En este sentido, la incorporación de nuevas metodologías basadas en la innovación tecnológico-pedagógica se ha convertido en un aliciente para los alumnos. En el presente estudio se muestra un caso de innovación docente para alumnos de primer año usando la plataforma socrative.com. Esta plataforma posee un entorno amigable y permite medir en tiempo real -y en línea- el progreso de los estudiantes que hacen uso de dispositivos móviles y táctiles. Los resultados muestran que los alumnos se adaptan fácilmente a este tipo de plataformas, ya que son nativos digitales. Se muestran propicios a responder las preguntas a través de sus celulares o tabletas, ya que esto les permite mantener el anonimato sin tener que salir a la pizarra. Reconocen que la plataforma los ha ayudado a aprobar el curso y se entusiasman con el hecho de extenderla a otras asignaturas.