{"id":2291,"date":"2020-01-14T16:44:15","date_gmt":"2020-01-14T22:44:15","guid":{"rendered":"https:\/\/dev.inoma.mx\/?p=2291"},"modified":"2021-11-19T13:24:23","modified_gmt":"2021-11-19T19:24:23","slug":"inoma-en-africa-kenia-y-uganda","status":"publish","type":"post","link":"https:\/\/inoma.mx\/index.php\/2020\/01\/14\/inoma-en-africa-kenia-y-uganda\/","title":{"rendered":"Inoma en \u00c1frica: Kenia y Uganda"},"content":{"rendered":"\n
\"\"
Las ni\u00f1as y ni\u00f1os que participaron en la prueba piloto estuvieron muy entusiasmados y fueron participativos durante las sesiones de trabajo. <\/figcaption><\/figure>\n\n\n\n

Durante el 2019 trabajamos para llevar nuestros videojuegos educativos a Kenia y Uganda  para realizar un programa piloto de seis meses, el cual nos pondr\u00eda, por primera vez, bajo el radar internacional del continente africano. <\/p>\n\n\n\n

Esta incre\u00edble oportunidad se logr\u00f3 gracias al trabajo en conjunto de las autoridades escolares en un campo de refugiados en Kyangwali, Uganda; junto con la escuela Koinonia  en Kenia, e Inoma. <\/p>\n\n\n\n

La alianza entre Inoma y estas dos organizaciones se efectu\u00f3 con el objetivo de fomentar el DGBL (Digital Game Based Learning), que busca digitalizar y globalizar los esfuerzos educativos para que, de esta manera, sean efectivos en todo el mundo. A su vez esto implica el uso de recursos tecnol\u00f3gicos que faciliten y promuevan el fortalecimiento de actividades educativas de manera l\u00fadica en los ni\u00f1os y ni\u00f1as alrededor del mundo.<\/p>\n\n\n\n

Para llevar a cabo el  programa piloto con ni\u00f1as y ni\u00f1os de primaria en ambos pa\u00edses, Inoma don\u00f3 20 tabletas que conten\u00edan los videojuegos TAK-TAK-TAK cargados como aplicaciones en ingl\u00e9s en las \u00e1reas de matem\u00e1ticas, ciencia y arte. De manera simult\u00e1nea, se capacit\u00f3 a los docentes para que implementaran correctamente estas din\u00e1micas en el aula de estudio y se les proporcion\u00f3 un manual para efectuar los registros necesarios para la captura de informaci\u00f3n.  De esta  manera, nos fue posible monitorear el rendimiento de los alumnos mediante el progreso que realizaban en los juegos y las din\u00e1micas que se implementaron. <\/p>\n\n\n\n

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Uno de los estudiantes interactuando con “Super Sumas”, videojuego de TAK-TAK-TAK. <\/figcaption><\/figure><\/div>\n\n\n\n

Este programa piloto tuvo una duraci\u00f3n de seis meses en los que fueron part\u00edcipes 60 estudiantes entre los seis y 12 a\u00f1os. Para el debido funcionamiento del programa se efectuaron capacitaciones presenciales a trav\u00e9s de juntas de 20 minutos de tres a cinco  veces a por semana. Tambi\u00e9n se utilizaron estas reuniones para resolver dudas entre los docentes kenianos y ugandeses. <\/p>\n\n\n\n

\"\"
Los docentes tambi\u00e9n tuvieron la oportunidad de interactuar con los videojuegos.<\/figcaption><\/figure><\/div>\n\n\n\n

En el caso de Uganda, el v\u00ednculo se llev\u00f3 a cabo mediante la organizaci\u00f3n CIYOTA, un voluntariado establecido en el campo de refugiados Kyangwali, cuya particularidad es que no solo alberga a ugandeses, sino que tambi\u00e9n a congole\u00f1os, burundeses y ruandeses.<\/p>\n\n\n\n

Ahora bien, en el caso de Kenia, el v\u00ednculo se efectu\u00f3 mediante el Koinonia Educational Center, una organizaci\u00f3n no gubernamental cristiana que opera en escuelas de escasos recursos en la ciudad de Nairobi. El programa de apoyo educacional est\u00e1 enfocado en ni\u00f1as y ni\u00f1os hu\u00e9rfanos, por lo que la situaci\u00f3n de riesgo en la que viven es grave y el acceso a la educaci\u00f3n es escaso. Es por esto que la educaci\u00f3n a distancia mediada por esta organizaci\u00f3n no gubernamental es vital para el crecimiento y desarrollo de los ni\u00f1os. <\/p>\n\n\n\n

\"\"
Estudiantes de Kenia y Uganda concluyeron con \u00e9xito el programa piloto de TAK-TAK-TAK.<\/figcaption><\/figure><\/div>\n\n\n\n

A pesar de las diferencias entre los dos contextos, Inoma logr\u00f3 hacer un programa piloto exitoso que atiende a las problem\u00e1ticas situadas en estos dos pa\u00edses, por lo que nos sentimos orgullosos de los resultados y los datos que se recolectaron de esta experiencia. Concluimos que, sin importar el contexto y lugar geogr\u00e1fico, los videojuegos TAK-TAK-TAK se pueden adaptar al programa acad\u00e9mico de varios pa\u00edses con contextos diferentes y que son una gran herramienta para ense\u00f1ar a ni\u00f1as y ni\u00f1os en condiciones adversas.<\/p>\n","protected":false},"excerpt":{"rendered":"

Durante el 2019 trabajamos para llevar nuestros videojuegos educativos a Kenia y Uganda\u00a0 para realizar un programa piloto de seis meses, el cual nos pondr\u00eda, por primera vez, bajo el radar internacional del continente africano.\u00a0<\/p>\n","protected":false},"author":1,"featured_media":2296,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center 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