La competencia digital en la universidad con la aplicación Kahoot!

Resumen

It is beyond doubt that ICTs suppose a methodological rethinking on teaching and learning processes in the different educative levels. During the last decades, teachers have needed to enlarge their methodological resources to properly answer the social and legislative obligations. Student book, master classes, etc. have alternated with more innovative resources that, having a technological nature, contribute to the development of digital competence (Comisión Europea, 2005; Gisbert, M. & J. Lázaro, 2015) of students and also of teachers, who develop interactive lectures strategies (Thiagarajan, 2005). Although there are a great number of apps that help to create this space and promote active methods of teaching and learning, we have chosen to evaluate Kahoot!. We have evaluate this tool along a whole academic year and in different teaching areas -Hebrew and Aramaic Studies, Spanish and Hispano-American Literature-. Our objective was to confirm the results obtained by Moya Fuentes et al. (2016) and by Rodriguez, Loro and Villén (2015). Their results showed an improvement on students’ productivity, an acceptation of ludic learning and a verification of students’ learning. On the one hand, with this study we want to show the theoretical and methodological aspects and the global results carried out jointly in the Proyecto de Mejora e Innovación Docente (PID). On the other hand, we want to show the specific tasks and results accomplished in areas as different from one to another as are Hebrew and Aramaic Studies and Spanish and Hispano-American Literature.