Publication: Videojuegos y diversidad: construyendo una comunidad de práctica en el aula
Date
2012
Authors
Monjelat, Natalia ; Méndez, Laura
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En el presente trabajo mostraremos como los videojuegos comerciales utilizados como recursos educativos, pueden generar en el aula una comunidad de práctica (Lave & Wenger, 1991, Wenger, 1998, Wenger, White & Smith, 2010) modificando las relaciones entre alumnado y profesor y entre alumnos entre sí Basándonos en una investigación de corte etnográfico y cualitativo (Denzin & Lincoln, 2011; Lacasa & Reina, 2004) analizaremos un taller realizado en un aula de 3º ESO Diversificación donde trabajamos con Sim City Creator . Puntualmente, presentaremos ejemplos de las interacciones generadas entre el alumnado y el profesor, que dan cuenta de cómo el contexto del aula se ha modificado gracias a la introducción del videojuego, generando interacciones diferentes entre sus participantes. Nuestros resultados muestran como el profesor asume el rol de guía, ofreciendo los andamiajes necesarios (Bruner, 1975; Wood, Bruner & Ross, 1976) para avanzar en el juego. Por su parte, los alumnos asumen roles activos en este proceso, ayudándose unos a otros a adquirir mayor control sobre la tarea y un mayor dominio sobre las reglas del juego. Este tipo de uso de las tecnologías en contextos de atención a la diversidad resulta novedoso y responde a una perspectiva sociocultural de atención a la diversidad (Méndez, Lacasa & Matusov, 2008).
In this paper we show how commercial video games, used as educational resources in the classroom, can create a community of practice (Lave & Wenger 1991, Wenger 1998, Wenger, White & Smith, 2010) changing the relationship between students and teacher and between pupils themselves. Based on an ethnographic and qualitative research (Denzin & Lincoln, 2011; Lacasa & Reina, 2004) we analyse a workshop carried out in a 3 º ESO of Diversification classroom where we work with Sim City Creator. Specifically, we present examples of the interactions generated between students and the teacher, which exemplified how the classroom context has changed with the introduction of the game, generating different interactions among participants. Our results show how the teacher assumes the role of guide, providing the necessary scaffolding (Bruner, 1975; Wood, Bruner & Ross, 1976) to advance in the game. For their part, students take active roles in this process, helping each other to gain more control over the task and also greater control over the game. This use of technology in the context of attention to diversity is new and responds to a socio-cultural approach (Méndez, Lacasa & Matusov, 2008). Keywords
In this paper we show how commercial video games, used as educational resources in the classroom, can create a community of practice (Lave & Wenger 1991, Wenger 1998, Wenger, White & Smith, 2010) changing the relationship between students and teacher and between pupils themselves. Based on an ethnographic and qualitative research (Denzin & Lincoln, 2011; Lacasa & Reina, 2004) we analyse a workshop carried out in a 3 º ESO of Diversification classroom where we work with Sim City Creator. Specifically, we present examples of the interactions generated between students and the teacher, which exemplified how the classroom context has changed with the introduction of the game, generating different interactions among participants. Our results show how the teacher assumes the role of guide, providing the necessary scaffolding (Bruner, 1975; Wood, Bruner & Ross, 1976) to advance in the game. For their part, students take active roles in this process, helping each other to gain more control over the task and also greater control over the game. This use of technology in the context of attention to diversity is new and responds to a socio-cultural approach (Méndez, Lacasa & Matusov, 2008). Keywords
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