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INTRODUCTION
Today it has opened a new horizon for the educational system. With the addition
of the information technologies and communication there are a new knowledge
and a new way of understanding the education.
What is really worrying is that once installed, the use of ICT, tends to not
generate changes methodological or organizational.
The purpose of this research is to analyze and understand the strengths and
weaknesses which involve the incorporation of these technologies into
workplaces.
ITC will be useful and productive if in a center there are projects of
curricular innovation in teaching and learning environment.
Pursues the follow and sustain the innovations in the educational center.
Raises a collaborative process of research and action, with other centres
and taking into account the universities.
Thus required the rethinking of traditional education, claiming that two
levels to be generated:
1- individual-professional, where the teacher reflects on the practice of
technologies and seeks solutions to problems that arise.
2- Group-organizational, calling for changes in the organizational
structure, management and communication mechanisms.
3. CHARACTERIZATION OF THE CENTER
The Center, object of our case of study, is a CPI. In addition to conventional
classrooms it has 1 audiovisual classroom; 3 computer rooms (2 for students and 1 for
the exclusive use of the teachers); 1 dining room; 1 languages classroom; 1 plastic
classroom; 1 school library and some laboratories. Currently, approximately, it has a
total of 275 students and 36 teachers.
4. THE INTEGRATION OF ICT IN THE SCHOOL: APPROACHES AND
MEANINGS
From the economic point of view, it is expected that the institution will help
students integrate into the working world, therefore conditions generated by the
new economy must also be served by the schools. The final achievement may be
that the development of ICT in the school help the strategic competitiveness and
economic growth in many countries.
From the pedagogical point of view a new thought is emerging centered on the
concept of "society of knowledge". This thought begins with the idea that the pervasive
integration of ICT in the school will produce changes in the kinds of things that we need
to learn. In this context, it is imposed new challenges to the school curriculum.
5. DESIGN AND DEVELOPMENT OF A PROJECT OF CURRICULAR
INNOVATION WITH ICT
The 21st Century School is obliged to develop innovation processes that make it
possible to give the right educational answer that the demands project. The stage of life
and career in which teachers are is a determining factor in their attitudes to change. On
the other hand, is not surprising that, among such reform, teachers are so used to the
presence of the change in regulations, which rarely stop to think about what does this
mean, how it affects their teaching work and what situations are likely to be modified.
There are some indications that small groups of teachers, possibly feel the need of
change and even feel worried and depressed.
ICTs are a powerful mechanism of innovation that can lead to think that with their
presence change already is guaranteed.
Predominates over training of a technical nature which one to use and understanding of
the place that they occupy ICT in the teaching-learning processes.
The Integration of ICT in centres revolves around two snapshots of work which will
tighten in a permanent way. On the one hand, there are enthusiasts for who anything that
has a relation with this type of appliance has magnets that attracts apowerfully. And on
the other hand, those who feel "denied" for these purposes.
Between these two poles there is a group of teachers who feels a little lost but that, step
by step, enters in this world, because they are realizing that it is necessary and useful.
The data invite us to rebuild the teaching profession, a reculturization.
We have the impression that we are living a crisis in the teaching professional identity.
Therefore, a reconstruction of the culture may be urgent. The complex is to encourage
teachers to believe that this challenge is worth for their professional growth and
development of the school.
6. CONCLUSION.
As conclusion can be considered that many schools have excellent computers, digital
whiteboards,... But not integrate properly the use of ICT in their curriculum and dont
exploit properly their materials. However, other schools that arent equipped with such
materials used and take advantage of ICT to integrate them in all activities.
For all of that is very important to use all the materials in the best form, because que
have to take advantage of it to get all the objectives.
There are three levels of responsibility in the integration of ICT:
Level policy educational, clarifying the functions of the school and ICT s place.
The institutional level, helping to create the conditions to allow this. Here the
address of the school has an important role, as well as the collaboration of professors
pioneers is also critical in the use of the TIC.
And, thirdly, the level individual and collective teacher, directed to the acquisition
of technical and pedagogical skills to access and use ICT with confidence and rigor.
3. According to the integration of ICT in the school, from the pedagogical point of
view a new thought is emerging centered on the concept of "society of
knowledge" TRUE
4. ICTs are a powerful mechanism of innovation that can lead to think that with
their presence change already is guaranteed. TRUE
5. The data invite us to rebuild the teaching profession, a reconstrution.
FALSE
MULTIPLE CHOICE
1. The levels to break with the traditional model (respect ICT) are:
a) individual-professional and group-organizational
b) Professional and educational
c) Neither