Mobile Digital Classrooms in Multigrade Schools: El Viejo Results

UNIVERSIDAD NACIONAL AUTONOMA DE NICARAGUA
UNAN-LEON
Seminario Monográfico
Theme:
Results of the use of mobile digital classrooms in multigrade
primary schools in the municipality of El Viejo.
Table of contents
Tabla de contenido
Table of contents ..................................................................................................... 1
Introduction.............................................................................................................. 2
The Literature Review ............................................................................................. 3
Mobile Digital Classrooms (ADM) ........................................................................ 4
Municipality of El Viejo ......................................................................................... 5
Justification.............................................................................................................. 7
General Objective:................................................................................................... 8
Specific objectives: .................................................................................................. 8
Research question .................................................................................................. 9
Research Methodology ......................................................................................... 10
Interview ............................................................................................................. 10
Observation ........................................................................................................ 10
Data analysis ..................................................................................................... 11
Results .................................................................................................................. 12
Conclusion............................................................................................................. 14
Recommendations ................................................................................................ 15
References ............................................................................................................ 16
Anexos .................................................................................................................. 17
1
Introduction
The Ministry of Education, through the Directorate of Educational Technology and
within the framework of the restitution of rights for comprehensive education, which
allows the improvement of educational quality with the use of technologies, is
implementing the integration of Mobile Digital Classrooms in educational centers in
order to innovate in the model of integration of technologies in education, as one
more tool in the construction of knowledge, development of thought and productivity
in the learning of our students, thus raising the quality of education (Ministry of
Education).
The use and integration of new technologies in education processes are presented
as a great challenge for educational centers. The implementation of mobile digital
classrooms as a new resource that contributes to the creation of a more conducive
and dynamic environment, in turn allows promoting communication strategies.
For directors and teachers, it is a new strategy that brings advantages and
challenges, since those involved must include technology in their lesson plans. The
biggest challenge is to eradicate the thought: of the Traditional teacher and become
teachers who train themselves in the use of these resources.
2
The Literature Review
The Ministry of Education, through the Directorate of Educational Technology and
within the framework of the restitution of rights for comprehensive education, which
allows the improvement of educational quality with the use of technologies, is
implementing the integration of Mobile Digital Classrooms in educational centers in
order to innovate in the model of integration of technologies in education, as one
more tool in the construction of knowledge, development of thought and productivity
in the learning of our students, thus raising the quality of education (Ministry of
Education).
Within the framework of this Project, the Ministry of Education ensures access to
educational content in digital format available on the platform for students of
vulnerable Multigrade schools and at the same time providing equipment that allows
the development of technological skills in the training process of teachers and
students.
The use and integration of new technologies in education processes are presented
as a great challenge for educational centers. The implementation of mobile digital
classrooms as a new resource that contributes to the creation of a more conducive
and dynamic environment, in turn allows promoting communication strategies.
For directors and teachers, it is a new strategy that brings advantages and
challenges, since those involved must include technology in their lesson plans. The
biggest challenge is to eradicate the thought: of the Traditional teacher and become
teachers who train themselves in the use of these resources.
Mobile digital classrooms are a means of teaching that the Ministry of Education is
developing both in Secondary and Primary Schools (regular and multigrade) at the
National level, it should be noted that the objective of implementing them is to
achieve higher quality in the teaching, as well as strengthening teacher training and
pedagogical practices.
Concept
3
Mobile Digital Classrooms (ADM)
The Mobile Digital Classrooms are made up of a series of technical equipment such
as devices (Cabinet for the protection and charging of Tablets, TP Link Router,
Content Access Point CAP content server, tablets, laptop for teachers and a laptop
and printer for the address ), platform and educational applications: virtual classroom
on a free platform called Moodle, MDM (Mobile Device Management Mobile Device
Manager), Onbook software (classroom control and general purpose educational
applications), which allow the work of students and their interaction with their teacher
in the classroom (Picado & Montenegro, 2017).
The Mobile Digital Classrooms charging carts are designed as follows with rods,
equipped with power strips (power distribution units), voltage stabilizer and
stopwatches or timers that allow programming the charging sequence of the tablets
in blocks, the load capacity of these mobile carts is 40 tablets.
There are also technological suitcases, which are made up of a cargo suitcase where
the 25 tablets are placed for charging.
The Mobile Digital Classrooms are part of the educational routes and are an
instrument that has the following objectives. (Picado & Montenegro, 2017):
Promote innovative, dynamic and creative teaching-learning processes.
 Contribute to human formation in scientific and technical knowledge, both for
teachers and students.
 Expand the access of students, teachers and their families to Technologies.
 Promote communication strategies between students and teachers
protagonists of Mobile Digital Classrooms.
According to the objectives mentioned above, with the implementation of mobile
digital classrooms, teachers will keep updated with the advancement of technology,
apart from that, students will enhance their abilities and skills.
All these instruments will allow the teacher to develop their classes, in the same way
the work of the students in the classroom. A new learning concept is being
developed, mobile digital classrooms, which will be equipped with laptop tablets, so
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that students can develop technology anywhere, in the classroom, the library, the
field "Mobile digital classrooms will be directed in 2016 to secondary education, But
since 2022, multigrade primary schools have been equipped, which exist in the
country, in accordance with the MINED plans.
According to Minzi (2012) the Mobile Digital Classroom offers several pedagogical
advantages:
 It does not need a dedicated space for its operation.
 Enables the possibility of being used in open or closed places, which makes
it friendly for any type of activity.
 Allows managing contact time with equipment and networks, both local and
external, depending on the objective of the proposal.
 Favors the organization by groups of work in the classroom.
 Enables the possibility of organizing equipment with different formats in any
school space and at any time.
 Ensures permanent access to information.
 Favors distance assistance for teachers who work with virtual classrooms.
Municipality of El Viejo
In the municipality of El Viejo, only three centers had mobile digital classrooms:
Madre Teresa, Potosí and the Miguel Jarquin Vallejos Institute, Centers that were
endowed for the Secondary modality. In the year 2022, 7 multigrade primary centers
were selected: Cosiguina. La Chamulpa, Santo Tomas, Miguel Larreynaga, San
Francisco Guispante, Hermanas Mercedarias de Berriz and Juana Santos Sirias to
be endowed with ADM, Centers that had not received any technological resources.
For both students, teachers and directors, it is an innovative strategy, since all these
Educational Centers are from Rural Areas. The only technological means that they
have been able to have contact with was Mobile Cell Phones.
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For students it is wonderful to be able to have access to these technological
resources, for teachers a new strategy to improve the quality of teaching.
Before the Centers received this endowment, the directors and teachers received
training for three days by the Authorities of the Ministry of Education and the
personnel that Provide the Tablets. Said training was aimed at breaking the fear of
using the equipment and knowing the guidelines for the maintenance and use of the
equipment.
In addition to the face-to-face training that was carried out, a user manual was
provided to those involved, and some didactic guidelines to take advantage of the
resources provided.
Recommended teaching guidelines MINED (2022) for the use of mobile digital
classrooms:
 Become familiar with the equipment and its operation, exploring all the tools
that come installed, such as: Moodle platform, Classroom Control, Smart
Notebook Software, Textbook Repository, mobile device management
(MDM) and adaptive learning platform for mathematics, in order to maximize
their use.
 Use the Mobile Technologies Manual as Pedagogical Learning Tools, which
serves as a guide for the proper use of installed educational equipment and
tools.
 Identify the applications that can facilitate learning, either as a motivator to
start a new content, to work during class or to strengthen learning, according
to the subject and grade.
 Include in the didactic programming of the different subjects, strategies that
allow the use of technological equipments.
 Establish a weekly routine for the use of equipment, which allow all teachers
and students of Primary Multigrade use the equipment according to the
schedule established and coordinated.
6
Justification
Education in Nicaragua has incorporated technological tools as another resource to
strengthen the teaching and learning of students. By providing mobile digital
classrooms to Regular Secondary centers and Multigrade Primary schools.
As expected, some directors and teachers have been reluctant to use these
resources, because they are adapted to traditional teaching. While other teachers
have implemented innovative strategies with the use of mobile digital classrooms.
It is important to determine the results of the use and management of mobile digital
classrooms in the teaching-learning process. Are these results positive? o Has the
investment in acquiring mobile digital classrooms by the good government only
generated expenses?
By obtaining the results of the research, it will be possible to determine if it is feasible
to continue investing in it, or look for other strategies to implement.
7
General Objective:
Analyze the results of the provision of mobile digital classrooms in Multigrade
Primary schools in the Municipality of El Viejo
Specific objectives:
 Determine the profitability of the mobile digital classrooms in the Multigrade
Primary schools of the Municipality of El Viejo
 Recognize the factors that influence obtaining positive results from mobile
digital classrooms
 Propose a plan for the use of mobile digital classrooms in the different schools
that were endowed
8
Research question
What are the results of the use of mobile digital classrooms in the 7 multigrade
primary schools in the Municipality of El Viejo?
Are these results positive or negative?
9
Research Methodology
The collection of the data required for the research topic will be carried out as follows:
As it is a qualitative investigation, qualitative instruments will be applied, such as
observation, interviews and documentary compilation. First, a sample of 7
educational centers in the municipality of El Viejo will be selected, which received
mobile digital classrooms; Cosiguina, La Chamulpa, Santo Tomas, Miguel
Larreynaga, San Francisco Guispante, Hermanas Mercedarias de Berriz and Juana
Santos Sirias
Within these 7 multi-grade primary education centers, a sample of two grades (an
average of 31 students) was selected, and a maximum of 3 teachers in each center,
with the aim of having more information and better results in the investigation.
Interview
A general interview will be designed for each teacher of the 7 educational centers,
as well as for the directors who are involved in the use and management of mobile
digital classrooms. These interviews will consist of 6 open questions.
For example: Do you think mobile digital classrooms are a benefit for you and the
students? If the answer is positive, why?
Do students feel motivated to participate in class?
Are mobile digital classrooms easy to integrate into your lesson plan? Why?
Among other questions, responses will be collected for data analysis.
Observation
Another important instrument is observation through which it will be possible to verify
the veracity of the responses of teachers and directors, in addition to achieving an
approach with students who have active participation in the use of mobile
classrooms.
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Observation is fundamental since it will allow us to obtain the greatest number of
data, we will be able to accurately capture the cases in each of the centers and
involving a greater number of samples.
The information collected in the observation will be recorded, separating the positive
aspects from the non-positive ones, because one of the objectives of the
investigation is to determine if the results are positive and, if not, to determine a plan
to improve the results.
The third instrument is the documentary compilation, the mobile digital classrooms
are an innovative strategy implemented by the good Sandinista government and
therefore there is little knowledge on the part of the population, especially in rural
areas. Being able to collect documentation on mobile digital classrooms, user
manuals and other investigative documents will contribute positively to said
investigation.
The Mined Campus is one of the official sites where research documents on mobile
digital classrooms were collected, as well as final works from the National University
of Nicaragua (UNAN).
All these instruments and techniques were selected according to the type of research
being carried out.
Data analysis
After collecting the data, we proceed to analyze the data obtained.
Firstly, verifying that the information from the interviews carried out is coherent and
concise. To transcribe and organize data. Qualitative methods are applied here, but
quantitative data will also be shown to present the results obtained.
For example: Average number of students and teachers who use mobile digital
classrooms. Percentage of Centers that use technological resources, etc.
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Results
Through visits carried out according to planning to the 7 educational centers in the
municipality of El Viejo, which have the multigrade primary modality and which
received technological equipment in 2022, the following results were obtained:
Four educational centers, which represent 57% of the sample, are taking advantage
of the resources by 20%, which are: Cosiguina, Hna Mercedaria de Berriz, La
Chamulpa and San Francisco de Guispante. This 20% of the use only represents
the use of the printers and laptops which were assigned to the director. The teachers
have not used the equipment, claiming that they are afraid of damaging it and that
they do not have the necessary knowledge for the use and management of said
resources, so students have only been left with the desire to use them.
In interviews with teachers, they honestly expressed that they have not used them.
In the classroom observation of three teachers from each center, it was found that
they are still teaching in a traditional way, they do not incorporate technologies in
their lesson plans. Not because they do not have the knowledge, since this can be
strengthened over time and in the inter-learning pedagogical meetings they are
being trained in the use of technologies, as well as courses provided by the Ministry
of Education.
Of these 4 centers, two directors (Cosiguina and San Francisco Guispante) were
recently appointed, but they showed interest in applying the recommendations left
to them during the visits. Likewise, raising awareness among teachers about the use
of resources.
43%, which is equivalent to three centers: Juana Santos Sirias, Miguel Larreynaga
and Santo Tomás, are taking advantage of the resources by 98%, since in the case
of Miguel Larreynaga, in addition to having the equipment, he benefited from the
adaptive platform of friendly mathematics. , said center still needs to better organize
the calendar so that the three teachers can take advantage of this platform each
week. Both Juana Santos Sirias and Miguel Larreynaga have benefited from the fact
that the directors have knowledge about the use and management of technology, as
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well as the interest in further strengthening their skills, since the teachers follow their
recommendations.
In the interviews carried out with the teachers, 98% use of technological equipment
was obtained, and this was verified in the observations carried out in the classroom.
Likewise, the students demonstrated better results in learning mathematics, since
the teachers used the friendly mathematics platform, as is the case of Miguel
Larreynaga and Santo Tomás.
The Santo Tomás Center, although the director does not have much knowledge
about technology, presented a 98% use of technological means. This result was
because he organized his teaching team, by selecting a teacher who has some prior
knowledge and raised awareness among the rest of the team.
During the visits, interviews were carried out with the teachers, and it was confirmed
in the accompaniment in the classroom, as well as in their class plans, that they are
making use of the equipment. The driving force has been its director who, although
she does not have technological skills, but does have pedagogical and leadership
skills, which has made the center implement technology in its teaching. The 2% that
is missing for 100% use represents the creation of your page and the publication of
activities, as well as the use of the Internet.
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Conclusion
In conclusion, the main objective of said work could be achieved, which was to
analyze the results obtained from the use of mobile digital classrooms, in the 7
selected multigrade primary schools in the Municipality of El Viejo, department of
Chinandega.
Mobile digital classrooms, and each of their components, provide valuable resources
for teachers, students and directors of these centers, making the students' learning
process more meaningful and innovative.
The centers that have made use of mobile digital classrooms have achieved positive
results in their student population; teachers have been able to incorporate new
strategies into their lesson plans, which when put into practice have given optimal
results. Student retention has improved by 40%, since students from these centers
have not chosen to transfer to other schools.
The teachers expressed that the students improved their understanding of
mathematical problems, since in two schools they benefited from the Adaptive
Mathematics Platform. With this platform, teachers could reinforce teaching
programming topics and incorporate the use of technological equipment in their
teaching. lesson plans, since the children were not reluctant to work in math time.
In the 4 centers: Cosiguina, La Chamulpa, Hermanas Mercedarias de Berriz and
San Francisco de Guispante that only 20% of use was observed, no bad results
were obtained, but the educational team expressed that many tasks have been
facilitated such as printing documents, performing administrative work on the
laptops, and they expressed that, if they used more than 60%, they would obtain
better results.
In one of the visits to the Santo Tomas Center, it was possible to observe the
children's excitement when using the tablets, and how they have developed the skills
to use the tablets for educational purposes.
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Recommendations
This was a very practical investigative work since it was applied to reality, especially
in those centers that are in rural areas. As a recommendation for future research,
the number of Centers as a sample should be limited, since only two visits were
made in three centers due to their distance. Also that observation should be carried
out in the remaining centers.
It should be limited to three centers, emphasizing those in rural areas, since this will
determine the reality of multigrade primary schools, especially in remote areas.
As new knowledge acquired from this research, it was possible to learn that the lack
of knowledge does not limit people but the desire to improve, and the lack of
leadership, it was possible to verify with the director of the Santo Tomás Center,
which was one of the centers where They made greater use of digital classrooms
and other resources (Adaptive Platform and Internet service).
The director and her teaching team demonstrated that coordination, teamwork and
motivation are key points to achieve established goals and carry out the work
effectively.
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References
Ministerio de Educación. (2022). Pautas didácticas para el uso de las Aulas digitales
móviles. Managua.
Ministerio de Educación. (s.f.). Mejoramiento de la calidad Educativa por medio de
Aulas digitales Móviles en los Centros Educativos de Educación Secundaria.
Managua.
Minzi, P. C. (2012). Manual General introductorio 1. Buenos Aires, Argentina.
Picado, H. P., & Montenegro, J. M. (2017). Estrategias que implementan los
docentes en el proceso de enseñanza y aprendizaje de las Matemáticas. Matagalpa.
Curso:
Capacitación
técnica
Aulas
móviles
https://campus.mined.edu.ni/course/view.php?id=234
16
FIEM.
(n.d.).
Anexos
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18