Virtual aid support to the inclusive learning in engineering. Ayudas virtuales como apoyo al aprendizaje inclusivo en la ingeniería.

Abstract

The objective of this article is to present the results of five significant experiences in a Colombian University of face court, with their reflections. Significant experiences arise from the need to express, teachers and students of mediating processes inclusive learning using technology tools offered by information technology and communication ICT. The research is descriptive qualitative. The methodology used for the development of interdisciplinary experiences was centered methodology learning teams MICEA that includes five phases: classroom moment, self-learning, teamwork, monitoring and evaluation. As teachers use virtual strategy aids in the classroom, to achieve academic performance and behavior change in students, who were part of the courses listed in the case analysis.