REDESIGNING THE CURRICULUM AND ENHANCED BIOLOGY LEARNING THROUGH NEW INFORMATION AND COMMUNICATION TECHNOLOGIES: TABLET, MOODLE, DIGITAL WHITEBOARD, GAME AND SOFTWARE DEVELOPMENT

Abstract

This technical-analytical report examines the implementation of an educational intervention integrating Information and Communication Technologies (ICT) into Biology teaching, including tablets, a Virtual Learning Environment (Moodle), a digital whiteboard, and the development of educational games and small software tools. The curricular redesign combined active learning methodologies (flipped classroom, project- and problem-based learning), constructionist principles, and formative assessment, aiming to foster student autonomy, engagement, and performance. Methodologically, it is a mixed-methods case study encompassing: (i) teacher professional development for pedagogical use of ICT; (ii) redesign of Biology units on Moodle (mobile-friendly); (iii) student-led development of digital games on socio-environmental topics; (iv) systematic use of digital whiteboard and multimedia resources; and (v) monitoring through participation and performance indicators. Results indicate rapid student adaptation to the VLE, increased learner-content and peer interactions, improved quality of instructional materials, and more diverse learning evidence (digital portfolios, quizzes, games). Environmental benefits linked to paper-use reduction and public dissemination of the initiative were also observed, attracting replication interest from other schools. We conclude that purposeful ICT integration with active methodologies in Biology meaningfully enhances conceptual and procedural learning, develops BNCC competencies, and strengthens student agency, provided it is supported by ongoing teacher training, sound instructional design, and aligned assessment.