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ICT inclusion: use and development of specialized contents in formal teaching scenarios
ICT inclusion: use and development of specialized contents in formal teaching scenarios
ICT inclusion: use and development of specialized contents in formal teaching scenarios
ICT inclusion: use and development of specialized contents in formal teaching scenarios
ICT inclusion: use and development of specialized contents in formal teaching scenarios
ICT inclusion: use and development of specialized contents in formal teaching scenarios
ICT inclusion: use and development of specialized contents in formal teaching scenarios
ICT inclusion: use and development of specialized contents in formal teaching scenarios
ICT inclusion: use and development of specialized contents in formal teaching scenarios
ICT inclusion: use and development of specialized contents in formal teaching scenarios
ICT inclusion: use and development of specialized contents in formal teaching scenarios
ICT inclusion: use and development of specialized contents in formal teaching scenarios
ICT inclusion: use and development of specialized contents in formal teaching scenarios
ICT inclusion: use and development of specialized contents in formal teaching scenarios
ICT inclusion: use and development of specialized contents in formal teaching scenarios
ICT inclusion: use and development of specialized contents in formal teaching scenarios
ICT inclusion: use and development of specialized contents in formal teaching scenarios
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ICT inclusion: use and development of specialized contents in formal teaching scenarios

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Presentation presented at the 4th ACORN-REDECOM Congress in Brasilia, 2010

Presentation presented at the 4th ACORN-REDECOM Congress in Brasilia, 2010

Published in: Technology, Education
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  • 1. Said Hung, Elias Universidad del Norte [email_address] Gonzalez, Prieto IES Torre del Palau de Terrassa (España) [email_address] ICT inclusion: use and development of specialized contents in formal teaching scenarios
  • 2. Characterization of the basic and middle education in the district of Barranquilla, Colombia. Educative institutions Students 34% of the IEs in Barranquilla are official The official IEs, cover 75% of the population enrolled at district level 76% of the IEs in Barranquilla are non-official The non-official IEs, cover 25% of the population enrolled at district level
  • 3.
    • During 2005-2009 the number of students increased to 290.000, being the highest increase that of 2007 with 298.000 students, as a result of the increase in private enrollment between 2006 and 2007.
    • Between 2007 until 2008 the volume of students enrolled with respect to 2006 decrease in 19%, corresponding 10% for the official sector and 50% for the non official sector.
    • 4 of every 10 children in the school system have free access to study for 2009.
    • Between 2005 until 2007, the evolution per cycles or levels is as follows: 6% for primary, 3% for secondary, 6% for middle level and -5% for pre-school.
    • Between 2005 until 2007, moderate rise in the coverage rate in the primary, secondary and middle level: 2%, 2% and 6% respectively
  • 4. Teachers at educative institutions at district level in Barranquilla
    • 6.500 teachers (94%) distributed in 171 EIs.
    • 38 teachers per EI.
    • An average of 3 have administrative responsibilities.
  • 5.
    • According to the administrative function, the formal IEs level are composed by:
      • 3.55% coordinators,
      • 2.22% directors;
      • 0.65% nucleus directors, supervisors and rural directors (0.65%) ;
      • 0.03% of this personnel is not classified or homologated.
    • Relation teacher-student is of one teacher for every 32 students; there is a teacher developing administrative functions for every 459 students enrolled in the official EIs.
  • 6. Connectivity in the schools of the district of Barranquilla (Colombia)
    • 222 computer rooms / 171 Education institute (Barranquilla).
    • 19 EI do not have computer rooms.
    • 56 student / 1 computer (Barranquilla).
    • 24 student / 1 computer (Colombia).
    • 38 student / 1 computer (Atlantic Department).
    • 67 student / 1 computer (Soledad District).
    • 9 minutes ICT contact per student / class day (Computer).
  • 7. Connectivity in the schools of the district of Barranquilla (Colombia)
    • 42% computer connected by satélite.
    • Relation computer-speed in Barranquilla.
      • 56% computer with 512 Kps.
      • 28% computer with 128 Kps.
      • 10% computer with 254 Kps.
    • 1.56 computer for administrative work / Education institute.
    • 30 min ICT contact per teacher / class day.
  • 8. The digital inclusion project and the use of cyber-journalism in the Public Institution Torre del Palau from Terrassa, Barcelona (Spain)
    • 4 classroom with 24 and 30 computer/each.
    • 48 laptops for all the Institution.
    • 2 workshop´s rooms with 10 computers/each.
    • 1 edition´s room with 10 computers.
    • All the classrooms have digital blackboard and 12 classrooms have Digital Interactive Bllackboard (DIB)
    • All the institute have wifi and internet connection.
    • 94 laptops for work with e-books.
  • 9. The digital inclusion project and the use of cyber-journalism in the Public Institution Torre del Palau from Terrassa, Barcelona (Spain)
    • The experience of 7 years applying ICTs in the classroom demonstrates its efficacy in basic aspects of the teaching process. The Institution have had different challenges:
      • Control and certain command on the part of the teacher who must be able to overcome traditional teaching models due to the requirements of ICTs in the distribution of spaces.
      • Locations of the equipment pertinent curricular planning
      • A change in the role the teacher plays in the classroom . The teacher is not the one who knows all, but he/she must know how to orient, how to search, how to select and how to construct.
      • The control of students’ activities requires certain norms to avoid distractions or non allowed consultations.
      • Promote the discipline through the computer uses by students.
      • Promote extra work and innovative professional spirit .
  • 10. Keys to the ICT project in the Public Institution del Palau from Terrassa
    • Support by the local government and private sector.
    • Participation in university projects from research groups.
    • Presentation of works of the center to awards.
    • Economic collaboration of the Students’ Parents Association.
    • Resources from the center devoted to the acquisition of material or for maintenance.
    • Availability to test new technological equipment.
    • A constant out of the institution communicative policy in order to disseminate what is developed in the institute by publishing results
  • 11.  
  • 12.
    • Innovation with ICTs was designed from different fronts:
      • Adaptation of the institute and the educative community.
      • Creation and use of technological tools to serve as platforms for the activities and management of the center.
      • Elaboration of digital material available in intranet for some subjects.
      • Collection and selection of external digital resources .
      • Each teacher experimenting with diverse virtual resources.
      • Use of personal blogs to favor the diffusion of activities.
      • Starting the use of social nets in certain subjects.
      • Use of blogs in language class, wikis, web quests, hot potatoes.
      • The use of cyber journalism and cyber communication to work.
      • Reflection about the implication of ICTs at school, personal and professional level.
  • 13. Public Institution del Palau from Terrassa (Spain)
  • 14. Ways for inclusion of ICTs in formal teaching scenarios. Conclusion.
    • From the public institutions regulating the educative system.
      • To favor the data systemization mechanisms linked with the school.
      • To guarantee training scenarios and the acquisition of competences on the part of teachers.
      • To guarantee the existence of basic technological equipment that allow the continuous contact with ICTs in schools.
      • To promote resources and inter-ministerial and inter-institutional channeling in schools.
      • To promote new mechanisms for internal promotion in teachers.
      • To promote the culture of transparency in educative management and its recognition in the IEs and the other institutions linked with the educative system.
  • 15.
    • From Educative institutions
      • To assimilate and promote the culture of transparency of educative management among the actors administering and developing the pedagogic work.
      • To acquire capacities and/or abilities for searching non-public resources .
      • To promote the generation, development and diffusion of projects or significant experiences developed through the use of ICTs in the classroom by teachers.
      • To search alliances that allow to incorporate the educative community in research processes.
      • To promote commitment scenarios for parents and the other social actors at schools.
      • To generate and promote rupture processes from all prejudices of the administration, parents and teachers concerning the use of ICTs by students.
      • To promote the systematization culture and a communicative policy at each IE.
  • 16.
    • From teachers and administrative personnel in schools.
      • To break the hierarchical step culture , which although allowing them to remain in the educative system by doing the minimum.
      • To interiorize the systematization culture in their teaching activities for social recognition and visibility.
      • To get rid of possible prejudices concerning ICTs to be able to make use of them in the educative processes developed with students.
      • To reconsider their important role in the effective assumption on the part of students of the role played by ICTs in the social development of our societies .
      • To assimilate and develop the culture of transparency in the teaching and administrative activities performed in the school.
      • To promote curiosity among students in everything related to ICTs.
      • To know and promote the proper use students should make of ICTs.
      • To acquire competences and knowledge in a voluntary manner that will allow them to make an effective use of ICTs in their pedagogical and/or administrative activities.
      • To change the paradigm of the teacher as a transmitter of knowledge for the teacher as a companion of learning processes.
  • 17.
    • From the students.
      • To become conscious that ICTs are resources that allow them not only to have fun, but also to learn in an innovative way.
      • To become conscious of the risks coming from an inadequate use of ICTs.
    • From society in general.
      • To get rid of possible prejudices against ICTs to be able to get advantages in their children learning processes.
      • To assume a more active role in the IEs with reference to the education received by students (their children)
      • To become supervisors of the transparent management of public representatives, teachers and administrative personnel in relation with their children learning process
      • To assume the increasing importance of ICTs in the education and human and social development of their children.

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