Abstract
This article looks at a didactic experience at the undergraduate level in civil engineering, specifically, teaching a mathematics course through smartphones. The objective was to teach a course of an engineering degree primarily using this technology, in order to promote among the students their skills and competencies to develop and present a theme. It should be mentioned that every student in this case study used his/her knowledge at unusual hours, that is, 1 a.m. or 2 a.m., sharing their work with me or asking me for academic help to solve a specific problem. This adaptation process in teaching practice is not easy and may not be achieved in a short period of time. The principal idea to highlight is that planning activities with new technologies cannot be carried out spontaneously and must be based on an educational model. Another important thing in this type of courses is the assessment of the teacher, priority of education administrators. Based on a questionnaire distributed to the students upon conclusion of the course, a statistic and probabilities analysis was carried out, showing surprising results regarding the questions—Did you like the course? What did you not like about the course? And What would you change about the course?
Highlights
Long after the invention of writing, the first steps towards an information society were marked by the telegraph, by the telephone and TV and by the Internet and the bandwidth
Based on a questionnaire distributed to the students upon conclusion of the course, a statistic and probabilities analysis was carried out, showing surprising results regarding the questions—Did you like the course? What did you not like about the course? And What would you change about the course?
It is evident that when a teacher decides to use new technologies in his/her teaching practice, he/she is inevitably facing new challenges in his/her profession
Summary
Long after the invention of writing, the first steps towards an information society were marked by the telegraph, by the telephone and TV and by the Internet and the bandwidth. Educational authorities throughout the world have been pushing technological innovation They demand that the so-called Information and Communications Technologies (ICTs) be used in class, whether the teachers are prepared to do so and/or whether the facilities are suitable or not. The NPI has itself all those technological resources: TV channel, radio, its own telephone network, facilities, laboratories, and first world workshops, but its administrative authorities have not encouraged professors to use them For this reason, I have asked myself, for several years, questions without any apparent answer, such as: How can we create a course at a bachelor level through a cell phone if students must attend school? In [12] it is shown a study on coverage and educational uses of the cell phone comprising students and teachers from two campuses of the Autonomous University of Baja California. From a scientific point of view, it might be argued that such person publishing most articles is more competent than his/her peers, but how could we analyze all the scientific garbage he/she publishes every day? From a teaching point of view, educational institutions have focused on assessing the student, but have not paid attention to the fact that if a student dislikes you as a teacher, all your efforts will be ruined
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