Methodological strategies, collaborative learning and ICT: a case in Latin American Complutense School
Abstract
This study examines the pedagogical practice developed from different methodological strategies and ICT integration in the context of Latin American Complutense School in Puebla, Mexico. The research develops a methodological complementarity and triangulation methods. We conclude that the strategies of problem-based learning and collaborative learning linked to reformist integration of technologies provide significant benefits in classroom practice. In this sense, autonomy, problem solving, decision making and critical thinking skills are developed.
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