ICTs AS COGNITIVE TOOLS OF INCLUSION IN PHYSICS CLASS FOR HIGH SCHOOL STUDENTS

The aim was to learn about the impact of Information and Communication Technologies on high school physics students, with and without Special Educational Needs. We understand ICT as a pedagogical tool for learning basic concepts of optics, work, energy and fluids, both at the level of meaningful learning and inclusion. The contents of this study were based on the curriculum of the Ministry of Education of Chile for the first and third years of secondary education in a common module. We did four activities in the computer lab for one month in the second semester of 2015 at a local school. The information gathering technique consisted of a pre and post affinity, meaningful learning and knowledge of the discipline. We apply networked resources such as interactive simulations, animations, and videos. In order to evaluate the role that Information and Communication Technologies have in the academic and daily life of the students considered in this study, we used two surveys, the first one at the beginning of this study, which consisted of a 5-level Likert type, and the second one, with short answers Yes or No, which covered the students' opinion from the experiences carried out to the function they attributed to the teacher in the classroom. The results indicate an average conceptual gain in learning, with a normalized Hake learning gain rate of 0.41 for some courses, also shows changes in collective work, visualized through the analysis of affinity and collaboration networks for learning. All of this revealed that technological resources facilitated the teaching-learning process for students with some kind of special educational need; and for those without, the task was made easier.