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Proyecto CAPTIC Peru 2004


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Esta presentación sintetiza lo hecho en CAPTIC, los logros obtenidos y las lecciones que nos dejó a los gestores del proyecto.

Published in: Technology, Education
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Proyecto CAPTIC Peru 2004

  1. 2. e-collaboration for enhancing rural elementary education e-inclusion of Peruvian teachers and students by using CLIC pedagogy and ICT Alvaro H Galvis The Concord Consortium Concord, MA, USA
  2. 3. Presentation outline <ul><li>The problem and its context </li></ul><ul><li>CLIC pedagogy </li></ul><ul><li>Selected ICTs </li></ul><ul><li>Selected pilot sites </li></ul><ul><li>CAPTIC project </li></ul><ul><ul><li>Structure </li></ul></ul><ul><ul><li>Processes </li></ul></ul><ul><ul><li>Products </li></ul></ul><ul><ul><li>Findings </li></ul></ul><ul><li>Lessons learned </li></ul>
  3. 4. The problem and its context <ul><li>Low quality of rural education </li></ul><ul><ul><li>High dropouts </li></ul></ul><ul><ul><li>Low performance </li></ul></ul><ul><ul><li>Low retention of good teachers </li></ul></ul><ul><li>e-exclusion of teacher colleges and rural elementary schools </li></ul><ul><li>Reformed rural education </li></ul><ul><ul><li>Student centered </li></ul></ul><ul><ul><li>Multiple resources for learning </li></ul></ul><ul><ul><li>Competence-based </li></ul></ul><ul><li>Huascarán program </li></ul><ul><ul><li>Computers labs </li></ul></ul><ul><ul><li>Internet connection </li></ul></ul>
  4. 5. CLIC pedagogy <ul><li>Student-centered learning environments in which there is a combination of </li></ul><ul><ul><ul><ul><li>C – Creativity </li></ul></ul></ul></ul><ul><ul><ul><ul><li>L – Play </li></ul></ul></ul></ul><ul><ul><ul><ul><li>I – Interaction </li></ul></ul></ul></ul><ul><ul><ul><ul><li>C – Collaboration </li></ul></ul></ul></ul>
  5. 6. Selected ICTs <ul><li>Huascaran’s portal </li></ul><ul><ul><li>Educational resources </li></ul></ul><ul><ul><li>CAPTIC web page </li></ul></ul><ul><li>Teaching video cases </li></ul><ul><ul><li>Digital video from classroom episodes </li></ul></ul><ul><ul><li>Surrounding teaching materials </li></ul></ul><ul><ul><li>Power point </li></ul></ul><ul><ul><li>Video paper builder </li></ul></ul><ul><li>Front page: User-created Web pages </li></ul><ul><ul><li>Institutional </li></ul></ul><ul><ul><li>Teachers’ </li></ul></ul><ul><ul><li>Student groups’ </li></ul></ul><ul><li>Moodle: Asynchronous discussion forums </li></ul><ul><ul><li>Between teachers </li></ul></ul><ul><ul><li>Between students </li></ul></ul><ul><li>Synchronous communication </li></ul><ul><ul><li>Chats, Telephone </li></ul></ul>
  6. 7. Selected pilot sites
  7. 8. CAPTIC: Structure International Facilitation CC - EDC National Coordination Peru Regional Coordination Oxapampa Regional Coordination Cerro Pasco Regional Coordination Junin Regional Coordination Ucayali TC ES ES ES ES
  8. 9. CAPTIC: Processes Building online learning communities Reflection on current educational practices Creation of institutional, personal/group web pages Participation in onsite and online forums Local and distributed collaborative projects Genuine classroom dialogs
  9. 10. CAPTIC: Products <ul><li>Educational needs assessment </li></ul><ul><ul><li>Local </li></ul></ul><ul><ul><li>Across sites </li></ul></ul><ul><li>Teacher-created video cases </li></ul><ul><ul><li>As individuals </li></ul></ul><ul><ul><li>As institutions </li></ul></ul><ul><li>Student-created knowledge </li></ul><ul><ul><li>Local collaborative projects </li></ul></ul><ul><ul><li>Distributed collaborative projects </li></ul></ul><ul><li>Community awareness of ICT educational uses </li></ul>
  10. 11. CAPTIC: Findings <ul><li>Changes in attitudes towards ICTs </li></ul><ul><ul><li>Students, Teachers, Facilitators </li></ul></ul><ul><li>Quality of F2F and Web interaction </li></ul><ul><ul><li>Between students, Between teachers </li></ul></ul><ul><li>Changes in teaching practices and in participating elementary schools </li></ul><ul><li>Changes in facilitators´s and in their Teacher Colleges </li></ul>
  11. 12. Lessons learned <ul><li>Readiness for ICTs > having ICTs </li></ul><ul><li>Teachers change from within and as members of reflective communities of practice </li></ul><ul><li>Students grow by using good project seeds and appropriate onsite and online learning environments </li></ul><ul><li>Diffusion of innovations matters </li></ul>
  12. 13. URLs and Contacts <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li>Daniel Light - </li></ul><ul><li>Alvaro Galvis - </li></ul><ul><li>Roc ío Flores - [email_address] </li></ul>