Impact on the quality of learning as a result of the use of computers in schools

The educational software and computer assisted learning has been used in schools to promote the interest of students in new ways of thinking and learning so it can be useful in the reading learning process. Experimental studies performed in preschool and school age population have shown a better yield and a positive effect in reading, mathematics and cognitive skills in children who use educative software for fi fteen to twenty minutes a day periods. The goal of this study was to evaluate the progression in verbal, visual-motor integration and reading skills in children who were using educational software to compare them with a group in traditional pedagogic methodology. Results: All children were evaluated before using any kind of pedagogic approach. Initial evaluation revealed a lower–age score in all applied test. 11% of them were at high risk for learning disorders. There was a second evaluation that showed a significant positive change compared with the fi rst one. Nevertheless, despite some items, there were no general differences comparing the groups according if they were using or not a computer. In conclusion, policies on using educational software and computers must be revaluated due to the fact that children in our public schools come from a deprived environment with a lack of opportunities to use technologies.

Medical Evaluation Processes in Clinical settings. Qualitative Analysis through the Experience of Teachers and Studens

Evaluation processes in clinical practice have not been well, being their study focused on the technical issues concerning these processes. This study tried an approach to the evaluation processes through the analysis of perceptions from teachers and students about the methodology of evaluation considering the teachinglearning processes performed in a clinical practice of the Medicine Program –Universidad El Bosque from Bogota. With this purpose we conducted interviews with teachers and students searching the manner in which the evaluative, learning and teaching processes are done; then we analyzed the perception from both agents concerning the way these processes are related. The interviews were categorized bath deductively and inductively, and then contrasted with some current theories of learning, teaching and evaluation in medicine. The study showed that nowadays the evaluation and, in general, the educative processes are affected by several factors which are associated to the manner the professional practice is developed, and the educative process of the current teachers. We concluded there is no congrency between the approach of the evaluation, mainly conductivist, and the learning and teaching strategies mainly constructivist. This fact cause dissent in teachers and students.