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COVID-19 salgın sürecinde eğitim ve öğrenmeye devam etmek için bu değişen koşullara hızla uyum sağlanması gerektiği anlaşılmıştır. Bu süreçten sonra öğrencilerin ve öğretmenlerin çok yönlü, çok görevli, özellikle teknoloji odaklı bir dünyada öğretme ve öğrenme becerilerine sahip olmaları beklenir. Birçok ülkede, ilköğretimden yükseköğretime kadar tüm öğretim ve öğrenim uzaktan ve çevrimiçi eğitime dönüşmüştür. Bu çalışmada bahsedilen eğitsel web sitesi, çevrimiçi eğitime hem destek hem de alternatif olabilir. Çalışmada web 2.0 araçları kullanılarak Kuvvet ve Enerji ünitesi kazanımlarına uygun hazırlanan materyaller 5E öğrenme modeline göre planlanarak “Fen Dünyası” adlı eğitsel web sitesi üzerine yerleştirilmiştir. Öğretim 2018-2019 öğretim yılında bu site üzerinden yüz yüze gerçekleştirilmiştir. Çalışma, 5E öğrenme modeline göre web 2.0 araçları ile zenginleştirilmiş bir web sitesi kullanılarak yapılan öğretim ile ilgili öğrenci görüşlerinin tespit edilmesine dayanan bir durum çalışmasıdır. Veri toplama aracı olarak yapılandırılmış bir görüşme formu kullanılmış ve betimsel analiz ile incelenmiştir. Yapılan öğretim sonrasında, öğrenciler, fen bilimleri dersini daha çok sevdiklerini ve daha eğlenceli bulduklarını belirtmişlerdir. Ayrıca daha iyi öğrendiklerini ve derse karşı ilgilerinde artış olduğunu söyledikleri görülmüştür. Bu nedenle fen bilimleri öğretmenlerinin çevrimiçi derslere ek olarak web 2.0 araçları ve özellikle eğitsel bir web sitesini kullanmaları önerilir. It has been understood that these changing conditions must be adapted quickly to continue education and learning during the COVID-19 pandemic. After this process, students and teachers are expected to have teaching and learning skills in a versatile, multi-tasking, especially technology-focused world. In many countries, all teaching and learning from primary to higher education has evolved into distance and online education. The educational website mentioned in this study can be both a support and an alternative to online education. In the study, materials prepared in accordance with the Force and Energy unit acquisitions using web 2.0 tools were planned according to the 5E learning model and placed on the educational website named “Science World”. Teaching was carried out face-to-face through this site in the 2018-2019 academic year. The study is a case study based on the identification of student views about teaching using a web site enriched with web 2.0 tools according to the 5E learning model. A structured interview form was used as a data collection tool and it was examined with descriptive analysis. After the instruction, the students stated that they liked the science lesson more and found it more fun. In addition, it was observed that they said that they learned better and that their interest in the lesson increased. It is therefore recommended that science teachers use web 2.0 tools, and especially an educational website, in addition to online classes.

The usefulness of a web site is based on the prospect of a satisfactory website user. In improving the usefulness of a university’s website, it is essential to present precise data and disseminate prompt information to students. This paper was conducted to analyse and recommend a better process for the information display (content and work processes) of university websites development. Questionnaires were distributed and feedbacks were received from 350 respondents. The aim of the study was to evaluate the effectiveness of the process of (content and processes) of the university websites based on five main aspects: i) Content and Organization Structure, ii) Linkages and Navigation, iii) Language, iv) Education Content and v) Option and Performance. Analysis showed that the percentage of question items has a positive tendency in perception regarding improvements need to enhance the intensity of the university website portal, especially in terms of links, content organization and live help desk requirements that can directly provide an easier means of that can providing information and accelerating up the operation of receiving data. In summary, this study also outlines the proposal for academic websites display to increase the serviceability of the site to users.

Este artigo procura trazer uma proposta para análise de sites como recurso para o ensino-aprendizagem da língua portuguesa com o objetivo de indicar critérios possíveis para análise de sites que possam contribuir com a aprendizagem dos estudantes do ensino básico e como apoio aos docentes. Para isso trazemos conceitos sobre língua e linguagem descritas por Geraldi (1984), levantamos teorias de aprendizagem como o comportamentalismo ou behaviorismo, o construtivismo e o sociointeracionismo a partir de Gomes et al. (2010); Ferrari (2008) e Valadares, (2011), além de levantarmos sobre os letramentos, especialmente, com Soares (2005) e os multiletramentos com Kalantzis; Cope e Pinheiro (2020) e Rojo e Moura (2012). Partimos de análises anteriores de outros sites realizadas por Araújo (2009) e Silva (2017) para definirmos as categorias analisadas. A fim de demonstrarmos uma análise possível para avaliar a adequação de um site aos propósitos do docente, realizamos pesquisa documental e observamos o site Português (www.portugues.com.br) como possibilidade de extensão de sala de aula no ensino-aprendizagem da língua portuguesa ou como recurso para aprendizagem autônoma. This article intends to bring a proposal for website analysis as a resource for teaching and learning the Portuguese language in order to indicate possible criteria for website analysis that can contribute to the learning of elementary school students and as support for teachers. For this we bring concepts about language described by Geraldi (1984), we raise learning theories such as behaviourism or behaviorism, constructivism and social interactionism in Gomes et al. (2010); Ferrari (2008) and Valadares (2011), in addition to the literacies, especially with Soares (2005) and the multi-literacies with Kalantzis, Cope and Pinheiro (2020) and Rojo and Moura (2012). We started from previous analyzes of other sites carried out by Araújo (2009) and Silva (2017) to define the analyzed categories. In order to demonstrate a possible analysis to assess the suitability of a website for the teacher's purposes, we conducted documentary research and observed the Portuguese website (www.portugues.com.br) as a possibility of extending the classroom in the teaching-learning of Portuguese language or as a resource for autonomous learning.

El problema de investigación de esta propuesta educativa radico en dar a conocer cómo puede mejorarse la atención en niños entre los 4 a 6 años con actividades planteadas en un sitio web educativo y que a su vez se favorezca el aprendizaje. Este tema interesó abordarse porque se observó que los niños presentaban dificultades en la atención y poca concentración a la hora de realizar las actividades escolares lo que ocasiona problemas para retener información o instrucciones afectando el proceso de enseñanza-aprendizaje; además, se tuvo en cuenta la situación actual de la pandemia debido al COVID 19 donde la utilización de dispositivos tecnológicos a la vez que son motivantes para los niños es fundamental en la realización de diversos trabajos. Sobre el tema de la atención se hizo un rastreo de información a través de bases de datos y bibliotecas personales, en las que se encontraron autores como Hardy y Jackson (1998), Hernández (2012), Fernández (2012), Pousada y De la fuente (2014), Gutiérrez y García (2017), Ferreyra (2014), Castro (2015), entre otros. Estos autores consideran que la atención es la base fundamental y condición necesaria para el aprendizaje, que permite el proceso de selección, entrada y salida de información. Entre los autores sobre los sitios web se encontró a Moreira (2003), Latorre (2018), Marqués (1999), Cabero (1999),Torres (2005) Cobo (2009), Moreno y Serrano (2015), Fernández y Torres (2014), quienes señalan que los sitios web tienen como propósito facilitar el aprendizaje y recursos didácticos que ayudan a mejorar las habilidades; además, que estos sitios deben ser llamativos, tener identidad, gráficos atractivos y ser elaborados de acuerdo a las características de las personas a las cuales está dirigido. Con base a lo anterior, como objetivo general se propuso mejorar la atención en niños entre 4 a 6 años por medio de un sitio web educativo, en la Institución Educativa Alberto Díaz Muñoz. De este emergieron los objetivos específicos de: (a) identificar el uso de los dispositivos tecnológicos entre los niños y las niñas; (b) diseñar un sitio web educativo que permita el mejoramiento de la atención; (c) proponer la interacción con diferentes actividades que mejoren los niveles atencionales por medio de un sitio web educativo. Es oportuno mencionar los alcances y limitaciones de esta investigación. En efecto, el sitio web se construyó entonces, enfocado para niños entre los 4 a 6 años, para los cuales se tenga la intención de mejorar sus procesos atencionales y que pueda acceder a él cualquier persona que cuente con una red de internet o datos, un dispositivo celular o computador convirtiéndose estas características a su vez en un limitante puesto que se necesita contar tanto con un dispositivo como conexión a internet. En relación con las estrategias metodológicas utilizadas se partió de las Teorías funcionalista y constructivista con un diseño metodológico cualitativo, bajo el enfoque de investigación -Acción y con una muestra de tipo no probabilístico. Además, se retoman autores actuales del campo de la educación, comunicación y tecnología quienes han abordado los sitios web en el contexto escolar. Para el objetivo de identificar el uso de los dispositivos tecnológicos entre los niños y las niñas se utilizó la técnica interactiva colcha de retazos aplicada a 19 niños de edad entre 4 a 6 años del grado preescolar, en cuatro secciones con duración de una hora. Como instrumento de recolección y análisis de la información se empleó la matriz de transcripción. Este insumo sirvió para la creación del sitio web. Finalmente, la estructura del presente trabajo tiene tres escenarios. El primero titulado generalidades de la propuesta compuestos por los ítems nombre de la propuesta, nombre de la línea de investigación, dirigido a, preguntas claves, objetivos, introducción. El segundo escenario llamado fundamentación epistemológica comprende glosario, marco teórico, esquema resumen. El tercer escenario denominado desarrollo de la propuesta educativa, está la maquetación de la propuesta y protocolo de implementación. The research problem of this educational proposal lies in publicizing how care can be improved in children between 4 and 6 years with activities raised on an educational website and that in turn favors learning. This topic was of interest because it was observed that children presented difficulties in attention and little concentration when carrying out school activities, which causes problems in retaining information or instructions affecting the teaching-learning process; in addition, the current situation of the pandemic due to COVID-19 was taken into account where the use of technological devices while motivating children is essential in the performance of various jobs. On the subject of attention, information was tracked through databases and personal libraries, in which authors such as Hardy and Jackson (1998), Hernández (2012), Fernández (2012), Pousada and De la fuente (2014), Gutiérrez y García (2017), Ferreyra (2014), Castro (2015), among others, were found. These authors consider that attention is the fundamental basis and necessary condition for learning, which allows the process of selection, entry and exit of information. Among the authors on the websites were Moreira (2003), Latorre (2018), Marqués (1999), Cabero (1999), Torres (2005), Cobo (2009), Moreno y Serrano (2015), Fernández y Torres (2014), who point out that the websites are intended to facilitate learning and didactic resources that help improve skills; in addition, that these sites must be eye-catching, have identity, attractive graphics and be elaborated according to the characteristics of the people to whom it is addressed. Based on the above, as a general objective it was proposed to improve care for children between 4 and 6 years old through an educational website at Institución Educativa Alberto Díaz Muñoz. From this emerged the specific objectives of: (a) identifying the use of technological devices among boys and girls; (b) design an educational website that allows for improved care; (c) propose interaction with different activities that improve attention levels through an educational website. It is appropriate to mention the scope and limitations of this research. In fact, the website was built then, focused on children between 4 and 6 years old, for whom it is intended to improve their attentional processes and that can be accessed by anyone who has an internet network or data, a cellular device or computer becoming these features in turn a limitation since it is necessary to have both a device and internet connection. In relation to the methodological strategies used, we started from the functionalist and constructivist theories with a qualitative methodological design, under the research approach -Action and with a sample of non-probabilistic type. In addition, current authors from the field of education, communication and technology who have approached websites in the school context are taken up. For the objective of identifying the use of technological devices among boys and girls, the interactive patchwork quilt technique applied to 19 children between 4 and 6 years of preschool age was used, in four sections with a duration of one hour. The transcription matrix was used as an instrument for collecting and analyzing information. This input was used for the creation of the website. Finally, the structure of this work has three scenarios. The first titled generalities of the proposal composed of the items name of the proposal, name of the line of research, addressed to, key questions, objectives, introduction. The second scenario called epistemological substantiation comprises glossary, theoretical framework, summary outline. The third scenario called development of the educational proposal, is the layout of the proposal and implementation protocol. Bello

YÖK Tez No: 636694 Yabancılara Türkçe öğretimi alanında sınıf içinde ve dışında öğrenicilerin teknoloji kullanarak erişebileceği "yerli kaynaklı" öğretim materyallerinin sayısı oldukça sınırlıdır. Bu kapsamda araştırmanın amacı öğrencilere teknolojik öğretim materyali sağlayan; 3 Dakikada Türkçe, Türkçe Öğreniyorum ve Türkçe Öğretim Portalı eğitsel web sitelerinin kullanılabilirliğini, öğretici görüşleri açısından değerlendirmek ve alandaki öğreticilerin hem interaktif materyal kullanımlarının ne düzeyde olduğunu görerek eğitsel web siteleri hakkındaki görüşlerini ortaya koymak hem de öğreticilerde dijital ortamlara yönelik farkındalık oluşturmaktır. Çalışmada karma araştırma tasarımlarından, "tamamen karma eşzamanlı eşit statülü tasarım" kullanılmıştır. Bu karma araştırma modeli, nitel ve nicel aşamaların eşit ağırlıkta olduğu ve bunların araştırmanın bir ya da birden fazla bileşeninde aynı anda karma yapıldığı tasarım modelidir (Leech ve Onwuegbuzie, 2009). Nicel verilerin analizinde 'tarama yöntemi', nitel verilerin analizinde ise 'durum çalışması' yöntemi kullanılmıştır. Çalışmanın örneklemini; yabancı dil olarak Türkçe öğreten, seçili eğitsel web sitelerini öğretme amaçlı kullanan ve çalışmaya gönüllü olarak katılmayı kabul eden 100 öğretici oluşturmaktadır. Bu eğitsel web siteleri kullanılabilirlik kriterleri ve öğretici görüşleri açısından karşılaştırılmıştır. Söz konusu üç eğitsel web sitesinin tercih edilme sebepleri olarak alanyazın taraması sonucu 20 kritere (Ek1) ulaşılmış, bu kriterler 10 öğretici görüşüyle desteklenmiştir. Öğreticilerin belirtilen üç eğitsel web sitesinin kullanılabilirliği hakkındaki algılarını ölçmek için Ateş (2010) tarafından geliştirilen "Eğitsel Web Sitesi Değerlendirme Ölçeği (EWSDÖ)"; öğreticilerin belirtilen üç eğitsel web sitesine yönelik değerlendirmelerini ve alan yeterliliklerini incelemek için tarafımızdan geliştirilen "Öğretici Görüşme Formu" kullanılmıştır. Araştırma bulgularına göre; öğreticilerin cinsiyetlerine, bilgi ve iletişim teknolojilerini eğitimde kullanmaya yönelik bir eğitim alıp almama durumlarına, bilgi ve iletişim teknolojilerini öğretim amaçlı kullanmada kendilerini yeterli görüp görmeme durumları ile her üç eğitsel web sitesinin kullanılabilirliğine yönelik algıları arasında anlamlı bir farklılık bulunmamıştır. EWSDÖ'ye göre 3 Dakikada Türkçe Eğitsel Web Sitesi'nin (3DTEWS) en yüksek puan aldığı alt boyut "teknik özellikler" (% 83.13) iken, en düşük puan aldığı alt boyut ise "yönlendirme ve kullanım kolaylığı" (% 51.08)'dır. 3DTEWS için öğreticilerin görüşlerine bakıldığında öne çıkan görüş; oldukça başarılı, kullanışlı ve faydalı görülmesi olmuştur. Öğreticilerin görüşlerinden öne çıkan öneri ise, A1 gibi diğer düzeylerin de (A2, B1, B2, C1) siteye eklenmesi gerektiğidir. EWSDÖ'ye göre Türkçe Öğreniyorum Eğitsel Web Sitesi'nin (TÖEWS) en yüksek puan aldığı alt boyut "içerik" (% 82.31) iken, en düşük puan aldığı alt boyut ise "yönlendirme ve kullanım kolaylığı" (% 54.92)'dır. TÖEWS için öğreticilerin görüşlerine bakıldığında öne çıkan görüş; oldukça başarılı, kullanışlı ve faydalı görülmesi olmuştur. Öğreticilerin görüşlerinden öne çıkan öneri ise, sitenin içerik olarak çeşitli konularda zenginleştirilmesi gerektiğidir. EWSDÖ'ye göre Türkçe Öğretim Portalı Eğitsel Web Sitesi'nin (TÖPEWS) en yüksek puan aldığı alt boyut "tasarım ve görsel" (% 87.06) iken, en düşük puan aldığı alt boyut ise "yönlendirme ve kullanım kolaylığı" (% 57.83)'dır. TÖPEWS için öğreticilerin görüşlerine bakıldığında öne çıkan görüş; oldukça başarılı, kullanışlı ve faydalı görülmesi olmuştur. Öğreticilerin görüşlerinden öne çıkan öneri ise, teknik aksaklıkların düzeltilmesi gerektiğidir. Anahtar Sözcükler: Yabancılara Türkçe Öğretimi, Eğitsel Web Sitesi, Öğretici Görüşleri, Kullanılabilirlik, Uzaktan Eğitim, Web 2.0, Çevrim içi Öğrenme In the field of teaching Turkish to foreigners, the number of "domestically generated" teaching materials that learners can use via technology inside and outside of the classroom is very limited. In this context, the purpose of this study is to evaluate the usability of educational websites 3 Dakikada Türkçe, Türkçe Öğreniyorum ve Türkçe Öğretim Portalı which provide students technological teaching materials in terms of educator views and to reveal the views of the educators in the field on educational websites by seeing the level of interactive material usage, and to raise awareness of the digital environment among educators. In the study, one of the mixed method research designs, " Fully mixed concurrent equal status design " was used. This mixed research model is the design model in which the qualitative and quantitative stages are of equal weight and they are mixed in one or more components of the research at the same time. (Leech ve Onwuegbuzie, 2009). While "screening method" was used in the analysis of quantitative data, "case study" method was used in the analysis of qualitative data. The sample of the study consists of 100 educators who teach Turkish as a foreign language and use selected (i.e. 3 Dakikada Türkçe, Türkçe Öğreniyorum and Türkçe Öğretim Portalı) educational websites for teaching and agree to participate in the study voluntarily. These educational websites have been compared in terms of usability and educators' views. After literature review, it was reached to 20 criteria (Appendix 1) as for choosing these thee educational websites and those criteria was supported by 100 educator opinions. While "Educational Web Site Evaluation Scale (EWSDÖ)" developed by Ateş (2010) was used to measure educators' perceptions about the usability of the three selected educational websites; "Educator Interview Form" composed by us was used to analyze educators' evaluations towards three educational websites and their field competencies. According to our findings, there is no significant differences in the educators' perception towards the usage of these educational websites based on their gender, whether they received training to use information and communication technologies in education or whether they consider themselves competent in using information and communication technologies for teaching purposes. According to EWSES, the highest score sub-dimension of the in 3 Dakikada Türkçe Educational Web Site (3DTEWS) was "technical features" (% 83.13), while the lowest score was "ease of guidance and use" (% 51.08). The prominent opinion of the educators for 3DTEWS was it had been seen as very successful, useful and helpful. The suggestion that stands out from the opinions of the educators was that other levels (A2, B1, B2, C1) such as A1 should be added to the site. According to EWSES, the highest score sub-dimension of the in Türkçe Öğreniyorum Educational Web Site (TÖEWS) was "content" (% 82.31), whereas the lowest score was "ease of orientation and use" (% 54.92). The prominent opinion of the educators for TÖEWS was it had been seen as very successful, useful and helpful. The suggestion that stands out from the opinions of the teachers was that the site should be enriched in various subjects in terms of content. According to the EWSES, the highest score sub-dimension of the in Türkçe Öğretim Portalı Educational Web Site (TÖPEWS) was "design and visual" (% 87.06), while the lowest score was "ease of orientation and use" (% 57.83). The prominent opinion of the educators for TÖPEWS, was it had been seen as very successful, useful and helpful. The suggestion that stands out from the opinions of the teachers was that technical defects should be corrected.

Представлены некоторые критерии оценки качества информации в Интернете и, в частности, образовательного веб-сайта, разработанные автором на основе предыдущих исследований и собственного опыта The article presents some criteria for assessing the quality of information on the Internet and in particular the educational website, developed by the author on the basis of her previous studies and own experience

У статті представлено аналіз освітнього сайту як засобу оволодіння німецькою мовою. Виділено позитивні і негативні характеристики проаналізованого сайту., The analysis of the educational website as a means of learning the German language is introduced in the article. The positive and negative characteristics of the analyzed website are emphasized.

The present project aims to show the opinions of Secondary School counselors about the adequacy and usefulness of the resources offered by the Ministry of Education, Culture and Universities of the Region of Murcia, in providing the necessary care and attention to diversity in the Secondary Schools in this region, through the portal of Attention to Diversity: ORIENTAMUR.It is a descriptive study, conducted mainly through a survey of Secondary School counselors who have agreed to collaborate on this project.The results show that there is general level of satisfaction with this website, especially in the web layout, management and how easy it is to use. However, some aspects of the available resources could be improved, in this way this webpage would become and remain a useful and essential reference for all school counselors in this Region. En el presente trabajo se pretende dar a conocer las opiniones que albergan los orientadores de Educación Secundaria sobre la adecuación y utilidad de los recursos ofertados por la Consejería de Educación y Universidades de la Comunidad Autónoma de la Región de Murcia, en materia de atención a la diversidad, a los centros educativos de Educación Secundaria de esta región, desde el portal de Atención a la Diversidad: ORIENTAMUR.Es un estudio principalmente de carácter descriptivo realizado a través de una encuesta a orientadores de secundaria que han querido colaborar en este proyecto.Los resultados nos muestran que existe una satisfacción general en torno a este portal, especialmente en cuanto a su disposición web, manejo y funcionamiento. Sin embargo, algunos aspectos relacionados con los recursos disponibles podrían perfeccionarse haciendo que esta página web sea y continúe siendo un referente para todos los orientadores de esta región.

[SPA] Presentamos el resultado de la comparación de diferentes recursos o elementos de docentes, con mayor o menor grado de innovación y apoyo en TIC, empleados en un mismo grupo de estudiantes: clase presencial interactiva, esquemas del profesor facilitados por adelantado, exámenes online con propuestas de reflexión sobre el contenido, web didáctica de asignatura, grabaciones multimedia de las explicaciones del profesor, tutoría presencial grupal, texto-guía y materiales de lectura. Todos estos recursos fueron valorados por 72 alumnos de primera matrícula de primer curso de Grado, que tuvieron ocasión de utilizarlos simultáneamente en una misma asignatura. Los elementos o recursos más valorados son la clase presencial, los esquemas del profesor, los exámenes online y la web didáctica de la asignatura. Los menos valorados son el texto guía y los materiales de lectura; precisamente los recursos menos interactivos. Así pues, los resultados invitan al desarrollo de metodologías blended learning que utilizan recursos TIC de distribución en línea en contextos de aprendizaje presenciales. [ENG] We are introducing the results of the comparison between different teaching resources, with different degrees of innovation and IT support, used in the same group of students: interactive in-person class, teacher schemes in advance, online exams with consideration about the contents, educational website of the matter, multimedia recordings of the teacher lecture, in-person group class, guide text and reading matter. These resources were rated by 72 students of first degree, who used them at the same time in the same matter. The top rated resources were the in-person class, the teacher schemes, the online exams and the educational website. The less rated resources were the guide text and the reading matter: the less interactive resources. So, the results suggest that blended learning methodologies that use online IT resources should be used for inperson learning. [ENG] We are introducing the results of the comparison between different teaching resources, with different degrees of innovation and IT support, used in the same group of students: interactive in-person class, teacher schemes in advance, online exams with consideration about the contents, educational website of the matter, multimedia recordings of the teacher lecture, in-person group class, guide text and reading matter. These resources were rated by 72 students of first degree, who used them at the same time in the same matter. The top rated resources were the in-person class, the teacher schemes, the online exams and the educational website. The less rated resources were the guide text and the reading matter: the less interactive resources. So, the results suggest that blended learning methodologies that use online IT resources should be used for inperson learning.

El presente estudio tiene como propósito validar una propuesta pedagógica de aula con apoyo de TIC, para el aprendizaje de elementos de gramática francesa a nivel debutante en el Liceo Claude Gay de la ciudad de Osorno en Chile. El liceo, se caracteriza por entregar una formación integral y promueve en sus estudiantes el dominio de un segundo idioma, desde los niveles más iniciales hasta quinto año básico, se trabajan todas las asignaturas en el idioma francés, por tanto a todos los estudiantes que se incorporan por primera vez al establecimiento, independiente del curso al cual llegan, deben iniciar un apresto y nivelación básica en el idioma francés y para ello se utilizan distintas estrategias de nivelación, descartando las tecnologías. Así entonces, el problema de investigación que se platea en este estudio es investigar ¿Cuál es el resultado de una propuesta pedagógica implementada con apoyo de TIC para el aprendizaje de elementos básicos de gramática francesa a nivel de usabilidad y satisfacción por el aprendizaje? Para sustentar el estudio se ha trabajado con distintos autores en función de aspectos pedagógicos, metodológicos y de desarrollo de software para entornos virtuales, entre ellos destacan: Beya, A. M. (2007); Elboj, C., Puigdellivo, I., Marta, G., & Rosa, V. (2002); Grevisse, M. (2009); Hernández, R. S., Fernández, C. C., & Baptista, P. L. (2010); Nielsen, J. (2012); Silva, Q., & Juan, E. (2012); Sinclaire, J. K. (2011); Suárez, G. (2004) y Vygotsky, L. S. (2010). Desde el punto de vista metodológico, es un estudio mixto, cuali y cuantitativo, con enfoque en estudio de caso, integrado por tres profesoras y 12 estudiantes. El diseño de investigación es de tipo transeccional descriptivo. Los instrumentos de recolección de datos son una entrevista semiestructurada y una encuesta con preguntas cerradas y abiertas, ambos validados por tres juicios de expertos. El análisis de los datos a nivel cuantitativo se realizó con estadística descriptiva, frecuencias absolutas y relativas y a nivel cualitativo con análisis de contenido. Dentro de las principales conclusiones, se evidencia una alta valoración de la usabilidad del entorno web educativo para aprender gramática francesa, tanto por parte de las profesoras como de los estudiantes, asimismo se evidencia una alta satisfacción respecto al aprendizaje mediante la web, recomendando ampliar la cobertura de los contenidos, complejizar los ejercicios y articular los usos con las planificaciones semestrales y anuales en el establecimiento educacional. O presente estudo tem como o objetivo validar uma proposta de aula, com o apoio pedagógico das TIC para o ensino dos elementos da gramática francesa no nível básico no Liceu Claude Gay da cidade de Osorno no Chile. O liceu é caracterizado por proporcionar uma formação integral e promove o domínio de uma segunda língua a seus alunos, desde níveis iniciais até a quinto ano, onde todas as disciplinas são ensinadas em francês. Por isso, todos os alunos que chegam no estabelecimento, independentemente de qual curso que seguem, devem iniciar uma nivelação básica em língua francesa. Dessa forma, diferentes estratégias de nivelamento são usadas, descartando as tecnologias. Por tanto, o problema de pesquisa deste estudo é investigar Qual é o resultado de uma proposta pedagógica implementada com o apoio das TIC para aprender os elementos básicos da gramática francesa ao nível de usabilidade e satisfação com a aprendizagem? Para apoiar o estudo se referencia os distintos autores em termos de aspectos pedagógicos, metodológicos e de desenvolvimento de software para ambientes virtuais, entre eles se destacam: Beya, A. M. (2007); Elboj, C., Puigdellivo, I., Marta, G., & Rosa, V. (2002); Grevisse, M. (2009); Hernández, R. S., Fernández, C. C., & Baptista, P. L. (2010); Nielsen, J. (2012); Silva, Q., & Juan, E. (2012); Sinclaire, J. K. (2011); Suárez, G. (2004) e Vygotsky, L. S. (2010). Do ponto de vista metodológico, é uma pesquisa mista, quantitativa e qualitativa, com foco em um estudo de caso, composto de três professores e 12 alunos. O desenho da investigação é transversal descritivo. Os instrumentos de coleta de dados são uma entrevista semiestruturada e um questionário com perguntas fechadas e abertas, ambas validadas por três pareceres de especialistas. A análise dos dados ao nível quantitativo foi realizada com estatística descritiva e frequências absolutas e relativas, e ao nível qualitativo foi realizada com análise de conteúdo. Entre as principais conclusões, se evidencia uma elevada avaliação da usabilidade do ambiente digital para aprender a gramática francesa, tanto por parte dos professores quanto pelos alunos. Também se evidencia um alto grau de satisfação com relação à aprendizagem através da web. Se recomenda ampliar a cobertura do conteúdo, oferecer exercícios mais complexos e vincular os usos com as planificações semestrais e anuais do estabelecimento de ensino. La présente étude vise la validation d’une proposition pédagogique intégrant les TIC, pour l'enseignement des éléments de la grammaire française au niveau débutant, au Lycée Claude Gay à Osorno au Chili. Le lycée propose une formation complète et permet à ses élèves de développer la maîtrise d’une langue seconde, de la première à la cinquième année, où toutes les matières sont enseignées en français. Par conséquent, tous les étudiants qui entrent au lycée pour la première fois, quel que soit l’année qu’ils intègrent, doivent effectuer une mise à niveau en français basique. Pour cela, différentes stratégies sont mobilisées, mais les technologies restent écartées. La problématique de recherche dans cette étude concerne donc les résultats, au niveau de l’utilisabilité et de la satisfaction de l'apprentissage, de l’expérimentation d’une proposition pédagogique intégrant l’utilisation des TIC pour l'apprentissage des éléments grammaticaux en français. Pour appuyer l'étude, nous avons travaillé avec différents auteurs en termes d'aspects pédagogiques, méthodologiques et de développement de logiciels pour les environnements virtuels. Parmi eux on trouve: Beya, A. M. (2007); Elboj, C., Puigdellivo, I., Marta, G., & Rosa, V. (2002); Grevisse, M. (2009); Hernández, R. S., Fernández, C. C., & Baptista, P. L. (2010); Nielsen, J. (2012); Silva, Q., & Juan, E. (2012); Sinclaire, J. K. (2011); Suárez, G. (2004) et Vygotsky, L. S. (2010). Du point de vue méthodologique, il s’agit d’une étude mixte, qualitative et quantitative, focalisée sur une étude de cas impliquant 3 professeurs et 12 étudiants. Le déploiement de l’étude est du type transectionnel descriptive. Nous avons recueilli les données par le biais d’un entretien semi-structuré et d’une enquête avec des questions ouvertes et fermées, tous deux validés par trois avis d'experts. L'analyse des données a été effectuée quantitativement avec les statistiques descriptives, les fréquences absolues et relatives et qualitativement avec l'analyse de contenu. Parmi les principales conclusions, une grande satisfaction à propos de l'apprentissage par le web a été relevée par les enseignants et aussi les étudiants, ainsi qu’une valorisation élevée concernant l’utilisabilité de l'environnement web éducatif pour apprendre la grammaire française. Il est recommandé d’enrichir les contenus, de proposer des exercices plus compliqués et de lier les usages avec les calendriers mensuels et annuels de l'établissement d'enseignement. The present study aims to validate a classroom pedagogical proposal with ICT support for teaching elements of French grammar at beginner level at the Lyceum Claude Gay of Osorno city in Chile. The lyceum is characterized by providing integral formation and promotes in its students mastering a second language, en initial levels through fifth grade, all subjects are taught in the French language, and therefore all students who enter into the lyceum, regardless of whatever course, should initiate a basic leveling in the French language. Then, different strategies of leveling are used, rejecting technologies. So, the main research question of this study is to research What is the result of a pedagogical proposal implemented with ICT support for learning of basics elements of French grammar at level of usability and satisfaction of learning? To support the study, it has been working with different authors in terms of educational and methodological aspects and software development for virtual environments, among them are: Beya, A. M. (2007); Elboj, C., Puigdellivo, I., Marta, G., & Rosa, V. (2002); Grevisse, M. (2009); Hernández, R. S., Fernández, C. C., & Baptista, P. L. (2010); Nielsen, J. (2012); Silva, Q., & Juan, E. (2012); Sinclaire, J. K. (2011); Suárez, G. (2004) and Vygotsky, L. S. (2010). En the methodological point of view, this research is mixed, qualitative and quantitative, focusing on case study with three teachers and twelve students. The design of the research is transectional descriptive. The data collection instruments are semi-structured interview and a survey with closed and open questions, both validated by three experts. The data analysis was performed in the quantitative level with descriptive statistics, absolute and relative frequencies and in the qualitative level with content analysis. Among the main conclusions, it can be evidenced a high evaluation of usability of educational web environment to learn French grammar, by both teachers and students. Also, it is evidenced high satisfaction about learning through the web, recommended expanding the content coverage, improve exercises complexity and link the uses with the monthly and annual schedules in the educational establishment.

Introducción: el CIRAH es una institución de postgrado que contribuye a la actualización permanente del personal de la salud en sus conocimientos sobre la enfermedad aterosclerótica, sus factores de riesgo y sus consecuencias orgánicas. Desarrolla la Carrera Certificativa de Investigación en Aterosclerosis que oferta a todo el país dividida en tres etapas: Diplomado, Maestría y Doctorado. Coordinar este proceso es complejo y el centro cuenta con muy poco personal para ello. Objetivo: crear un sitio web para el CIRAH que facilite la gestión de información y el proceso docente-investigativo de la Carrera Certificativa de Investigaciones de Aterosclerosis. Material y Método: se comenzó por realizar un trabajo de mesa para definir los contenidos del sitio analizando la misión y visión de la institución. Se revisaron sitios web temáticos, de centros de investigación y educacionales. Se seleccionó la información del centro, se hizo el diseño estructural y gráfico del sitio, se definió la plataforma a utilizar y las herramientas a emplear. Por último, se montaron todos los contenidos. Resultados: se publicó el sitio institucional CIRAH. Mostró la estructura, contenidos y resultados del trabajo desarrollado. Se colocaron variadas secciones para facilitar el acceso a la información bibliográfica. Ofreció tutoriales y herramientas útiles para el trabajo. Respondió a las dos líneas fundamentales de trabajo: docencia-investigación sobre aterosclerosis. Centralizó el acceso a la información del centro. Conclusiones: el sitio web CIRAH resultó una nueva vía de organización y gestión de información para el centro. Su lanzamiento inició una nueva forma de trabajo colaborativo para sus trabajadores. Palabras clave: CIRAH, aterosclerosis, sitio web temático, sitio web educativo, sitio institucional, sitio web de especialidad.