Teachers opposite to the video games like didactic resource

La presente experiencia narra cómo un grupo de profesores de diferentes niveles educativos, incorporan los videojuegos como recurso didáctico en el aula, con el objetivo de: identificar cómo se desarrolla de manera gradual el aprendizaje por descubrimiento, experiencial y autorregulado. Los resultados muestran que los videojuegos son una tecnología que forma parte de la vida cotidiana de los alumnos y su inclusión dentro del aula permite abordar diferentes materias y desarrollar una serie de habilidades y destrezas. Lo más significativo de los resultados de este trabajo sustentado en la Investigación-acción y que no forma parte del objetivo central, es ver cómo a lo largo de veinte semanas de trabajo, quienes modifican de manera sustancial su actitud frente a los videojuegos son los profesores, que nunca los habían aprovechado como recursos didácticos, los etiquetaban como juegos de ocio e incluso no acostumbraban jugarlos. A través de los foros que fueron habilitados para discutir sus avances, exponen el reto que significó seleccionar los videojuegos de acuerdo al tema, incluirlos en su planeación, narran su impotencia por no contar con la infraestructura en sus escuelas y al final aceptan que efectivamente son un recurso potencial.The present experience narrates how a group of teachers of different educational levels, incorporate the video games as didactic resource in the classroom, with the aim of: to identify how the learning develops in a gradual way for discovery, experiencial and autorregulado. The results show that the video games are a technology that forms a part of the daily life of the pupils and his incorporation inside the classroom allows to approach different matters and to develop a series of skills and skills. The most significant of the results of this work sustained in the Investigation-action and that does not form a part of the central aim, is to see how throughout twenty weeks of work, who modify in a substantial way his attitude opposite to the video games they are the teachers, who had never taken advantage of them as didactic resources, they were labeling them as games of leisure and even they were not accustomed to play them. Across the forums that were enabled to discuss his advances, they expose the challenge that meant to select the video games of agreement to the topic, to include them in his planation, narrate his impotence for not possessing the infrastructure in his schools and ultimately they accept that really they are a potential resource