Software educativo como herramienta didáctica para estudiantes de Bachillerato

The purpose of this research is to describe the use of educational software by high school students in Ecuador. Considered this as a study of relevance, however, the starting point has been precisely the failure observed in educational institutions regarding the use of software such as the Neobook for example. In theory, this research is subject to approaches to learning such as behaviorism, the significant learning of Ausubel (1976), the Intelligent Teaching model according to Fernández (2008), and Sarmiento (2007), with respect to technology and software The assumptions of Marqués (2002) and Morejón (2011) are assumed. In the methodological terms, the fundamentals of Hernández, Fernández, & Baptista, (2017) are adopted, from whose assumptions a quantitative approach to field descriptive research is assumed, applying the survey technique toa probabilistic sample of 32 Baccalaureate students in Ecuador. From this it was obtained that: the opinion of the respondents regarding their use of educational software for learning in some of the subjects studied in the Baccalaureate is very dispersed,which makes it difficult to make conjectures about it. However, it can be clearly seen that 50% of the sample does use them, while the remaining 50% does not use educational software, which attracts attention, since this is a didactic tool that favors theacquisition of knowledge and refer to the use of the Tic for educational purposes. O objetivo desta pesquisa é descrever o uso de software educacional por estudantes do ensino médio no Equador. Considerado isso como um estudo de relevância, no entanto, o ponto de partida foi precisamente o fracasso observado nas instituições de ensino com relação ao uso de software como o Neobook, por exemplo. Em teoria, esta pesquisa está sujeita a abordagens de aprendizagem como o behaviorismo, a aprendizagem significativa de Ausubel (1976), o modelo de Ensino Inteligente de Fernández (2008) e Sarmiento (2007), com relação à tecnologia e software As premissas de Marqués (2002) e Morejón (2011) são assumidas. Em termos metodológicos, adotam-se os fundamentos de Hernández, Fernández e Baptista, (2017), a partir de cujas premissas é adotada uma abordagem quantitativa à pesquisa descritiva em campo, aplicando a técnica de pesquisa a uma amostra probabilística de 32 alunos do ensino médio no Equador. A partir disso, obteve-se que: a opinião dos entrevistados sobre o uso de software educacional para a aprendizagem em alguns dos sujeitos est