Innovation in the educational process of geography through the flipped classroom and technology
Authors
- Ricardo-Adán Salas-Rueda (MX) Universidad Nacional Autónoma de México https://orcid.org/0000-0002-4188-4610
- Arturo-Efrén Cabrera-Rodríguez (MX) Universidad Nacional Autónoma de México https://orcid.org/0009-0004-0528-6383
- Eduardo Domínguez-Herrera (MX) Universidad Nacional Autónoma de México https://orcid.org/0000-0002-1524-218X
Abstract
The general objective of this mixed study is to analyze the use of Padlet and smartphones under the flipped classroom modality during the educational process of the Unit 2 in the Geography course. Outside the classroom, Padlet together with smartphones allowed the consultation of school contents and delivery of tasks at any time. In the classroom, the educator created a teaching-learning environment where the students actively participated through the knowledge acquired on the Padlet virtual wall. The results indicate that smartphones positively affect the consultation of educational contents and understanding of school topics in Padlet. Likewise, the consultation of educational contents and understanding of school topics in Padlet positively affect the communication. In conclusion, the flipped classroom facilitated the participation of the students in the Colegio de Bachilleres during the educational process. In particular, the students of the Geography course used Padlet and mobile devices outside the classroom and exchanged ideas in the classroom to learn the topics about the Natural Diversity and relationships between nature and society.
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Copyright (c) 2024 Ricardo-Adán Salas-Rueda, Arturo-Efrén Cabrera-Rodríguez, Eduardo Domínguez-Herrera
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