2. INTRODUCTION
Today it has opened a new horizon
for the educational system.
A new
knowledge
and a new
way of
understandin
g the
education.
PROBLEM:
The use of
ICT tends to
not generate
changes in
methodology.
PURPOSE
OF THIS
RESEARCH:
strengths and
weaknesses
of ICT in
school
ICT are useful
if the center
has projects of
curricular
innovation in
teaching-
learning
environment..
3. OBJECTIVES AND
CONCLUSIONS OF RESEARCH:
OBJECTIV
E
Understand what factors come into play
when schools design and develop innovative
projects and identify tha aspects that allow
or limit changes.
Is necessary the role of teacher
Have a weak impact on classroom practice, changes are not assumed.
Few examples of integration in schools. Teachers have not relationship with ICT
4. METHODOLOGY
METHODOLOGICAL
BREAK
Follow and sustain the
innovations in an
educational center.
Collaborative process
of research and action
with other centers
Take into account
Universities
Rethinking of
traditional education.
Two levels:
Individual-professional
Group-organizational
5. CHARACTERIZATION OF THE
CENTER
This center is a
CPI (Centro
Público
Integrado)
1 audio-visual
classroom
3 computer rooms
1 dining room
1 languages
classroom
1 plastic classroom
1 school library
some laboratories
It has got
275 students
and 36
teachers
6. THE INTEGRATION OF ICT IN THE
SCHOOL
It’s 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.
“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
From the
economic point
of view
From the
pedagogical point
of view
7. 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.
Teachers are so used to the presence
of the change that rarely stop to think
about what does this mean, how it
affects 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.
8. 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.
9. 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.
10. 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
don´t exploit properly their materials. .
However, other schools that aren´t 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.
11. 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.
1
2
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
12. TRUE/FALSE QUESTIONS
1. One problem of the inclusion of ICT is that tends
not to do changes in methodology and organization
2. It is not necessary the role of the teacher for the
inclusion of ICT.
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“.
4. ICTs are a powerful mechanism of innovation that
can lead to think that with their presence change
already is guaranteed.
5. The data invite us to rebuild the teaching
13. MULTIPLE CHOICE QUESTIONS
1. The levels to break with the traditional model (respect
ICT) are:
a) individual-professional and group-organizational
b) Professional and educational
c) Neither
2. The 21st Century School is:
a) Obliged to develop innovation processes.
b) Obliged to continue developing traditional processes.
c) Both are false.
14. 3. What is ‘’enthusiasts teachers’’ ?
a) who anything that has a relation with this type of
appliance has magnets that attracts apowerfully.
b) who feel "denied" for these purposes
c) who feels a little lost.
4. A reconstruction of the culture may…
a) be something strange for the school and the students.
b) be wrong, because the culture has to be always the
same.
c) be urgent. The complex is to encourage teachers to
believe that this challenge is worth for their professional
growth and development of the school.
15. 5. The three levels of responsibility in the integration of ICT
are…
a) Organ of teacher preparation and orientation of students
, Organs of management and governance of the
institution, Coordinating bodies, Study and advisory
bodies.
b) Level policy educational, The institutional level and the
level individual and collective teacher.
c) Help the structuring of roles, Encourage the creation of
own standards within the Group, Enhance quality
communication.
