Es un modelo Organizacional que conceptualiza un Centro Tecnologico en educacion como sistema en red global. This is a draft develops a project in Education and Technology as an organizational model.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Current issues and approaches in developing digital literacyjisc-elearning
Slides for webinar 12 Feb 2013. This webinar discussed what digital literacies are and why it is important for universities and colleges to develop the digital literacies of their students and staff. We will look at some of the issues to consider when planning an institutional approach to developing digital literacies, and projects from Jisc’s Developing Digital Literacies programme will highlight some of the approaches that they have found effective in their own contexts.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Current issues and approaches in developing digital literacyjisc-elearning
Slides for webinar 12 Feb 2013. This webinar discussed what digital literacies are and why it is important for universities and colleges to develop the digital literacies of their students and staff. We will look at some of the issues to consider when planning an institutional approach to developing digital literacies, and projects from Jisc’s Developing Digital Literacies programme will highlight some of the approaches that they have found effective in their own contexts.
New media switching the paradigms of traditional education requires the change of national education systems as well. The last project designed for integrating innovative technology supported education environments in education is Increasing Opportunities Improving Technology Movement (FATIH) Project, which is a countrywide, is now in the pilot application phase. In the scope of this pilot application, 52 schools in 17 cities have been provided tablet computers, interactive boards, document cameras and multifunctioning printers as new media technologies.
Teachers of FATIH Project should comply with ISTE’s NETS*T which has been accredited standards for teachers on 2008 to benefit from advanced technology in education. The aim of this research is to determine the level of compliance between FATIH Project teachers’
usage of new media oriented innovative technology supported education environment and what ISTE’s NETS*T actually required. 1005 teachers who are using the new media provided by FATIH Project in 52 schools located in 17 cities have been asked to fill in an online survey composed of 162 items, which has been prepared and analyzed by Atatürk University staff : (Göktaş & at all. 2012). It has been observed that teachers’ pedagogical applications in innovative technology supported education environments of FATIH Project does not comply with ISTE’s NETS*T standards.
OpenDESK is aggregation project to find and review publicly published and downloadable software that all teachers can use to make the computer and interactive whiteboard improve, enrich and extend learning experience in the classroom.
CLE-based learning model is based on the implementation of Constructivist Learning Environments that focus on problem-solving scenarios where students can create innovative solutions with the aid of technology as well as tutors' support.
CLE-based learning model is based on the implementation of Constructivist Learning Environments that focus on problem-solving scenarios where students can create innovative solutions with the aid of technology as well as tutors' support.
Presentation of Edmundo Tovar, for EDEN's European Online and Distance Learning Week on 'Practices in Digital Education for Universities' - Wednesday, November 3, 2021, 14:00-15:30
More info:
http://www.eden-online.org/eden_conference/practices-in-digital-education-for-universities/
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.
Open collection of shareable digital tools to enable all teachers to design, embed and sustain the use of interactive technologies to bring differentiated teaching and learning performance inside the classroom.
SWAYAM is a government-sponsored initiative aimed at achieving the three
cardinal principles of education policy: access, fairness, and quality. The goal of this
initiative is to make the greatest teaching and learning tools available to everyone,
especially the most disadvantaged. SWAYAM aims to close the digital divide for
students who have been left behind by the digital revolution and are unable to
participate fully in the knowledge economy. This is accomplished using an in-house
created IT platform that allows anybody, anywhere, at any time to access all of the
courses taught in classrooms from 9th grade to post-graduation.The UGC announced
this in a gazette notification in July 2016.Essentially, this platform has evolved
through four quadrant approaches: video lectures, specifically prepared reading
material that may be printed, self-assessment quizzes, and finally, discussion forums
for more clarifications. The massive open online course, which is a methodology for
distributing learning content to a huge number of individuals online, is hosted on
this platform. This paper deals with journey of SWAYAM, scope, benefits, and
issues
New media switching the paradigms of traditional education requires the change of national education systems as well. The last project designed for integrating innovative technology supported education environments in education is Increasing Opportunities Improving Technology Movement (FATIH) Project, which is a countrywide, is now in the pilot application phase. In the scope of this pilot application, 52 schools in 17 cities have been provided tablet computers, interactive boards, document cameras and multifunctioning printers as new media technologies.
Teachers of FATIH Project should comply with ISTE’s NETS*T which has been accredited standards for teachers on 2008 to benefit from advanced technology in education. The aim of this research is to determine the level of compliance between FATIH Project teachers’
usage of new media oriented innovative technology supported education environment and what ISTE’s NETS*T actually required. 1005 teachers who are using the new media provided by FATIH Project in 52 schools located in 17 cities have been asked to fill in an online survey composed of 162 items, which has been prepared and analyzed by Atatürk University staff : (Göktaş & at all. 2012). It has been observed that teachers’ pedagogical applications in innovative technology supported education environments of FATIH Project does not comply with ISTE’s NETS*T standards.
OpenDESK is aggregation project to find and review publicly published and downloadable software that all teachers can use to make the computer and interactive whiteboard improve, enrich and extend learning experience in the classroom.
CLE-based learning model is based on the implementation of Constructivist Learning Environments that focus on problem-solving scenarios where students can create innovative solutions with the aid of technology as well as tutors' support.
CLE-based learning model is based on the implementation of Constructivist Learning Environments that focus on problem-solving scenarios where students can create innovative solutions with the aid of technology as well as tutors' support.
Presentation of Edmundo Tovar, for EDEN's European Online and Distance Learning Week on 'Practices in Digital Education for Universities' - Wednesday, November 3, 2021, 14:00-15:30
More info:
http://www.eden-online.org/eden_conference/practices-in-digital-education-for-universities/
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.
Open collection of shareable digital tools to enable all teachers to design, embed and sustain the use of interactive technologies to bring differentiated teaching and learning performance inside the classroom.
SWAYAM is a government-sponsored initiative aimed at achieving the three
cardinal principles of education policy: access, fairness, and quality. The goal of this
initiative is to make the greatest teaching and learning tools available to everyone,
especially the most disadvantaged. SWAYAM aims to close the digital divide for
students who have been left behind by the digital revolution and are unable to
participate fully in the knowledge economy. This is accomplished using an in-house
created IT platform that allows anybody, anywhere, at any time to access all of the
courses taught in classrooms from 9th grade to post-graduation.The UGC announced
this in a gazette notification in July 2016.Essentially, this platform has evolved
through four quadrant approaches: video lectures, specifically prepared reading
material that may be printed, self-assessment quizzes, and finally, discussion forums
for more clarifications. The massive open online course, which is a methodology for
distributing learning content to a huge number of individuals online, is hosted on
this platform. This paper deals with journey of SWAYAM, scope, benefits, and
issues
The Transformative Effect of Technology in the Education Systemssuser6a9c87
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Es un modelo Organizacional que conceptualiza un Centro Tecnologico en educacion como sistema en red global. This is a draft develops a project in Education and Technology as an organizational model.
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Centro tecnologico-de-educacion-english
1. EDUCATIONAL TECHNOLOGICAL
CENTRE.
Educational Innovation Network.
Produced by:
Osvaldo Quiroz Leyton
Business Engineer - Lic.Cs.Economics
Master of Business Administration.
@mail: oqleyton7@msn.com
2. Challenges of a Knowledge
Based Society.
Education is developed in an environment
characterized by:
1. Presence of volatile, globalised economies,
2. More competitive labor markets,
3. High velocity of knowledge obsoletion,
4. Improved innovation in educational
methods,
5. New technologies, software & value added
benefits.
3. What is required?:
To generate new skills in educational controls.
To increase efficiency in distribution of
resources & in productivity in Educational
Processes.
Better coverage of student and teaching
communities.
An Answer when faced with the increase in
the rates of obsolesce of knowledge.
Beyond quality we must follow the path of technological innovations.
4. Challenges of a Knowledge
Based Society
1. To maintain the capacity to respond 2. Urgency to lift the educational
quickly when confronted with curriculum to International levels.
external competitive changes, at a
country level.
What can we do?
1. Develop International Level Educational Technologies & Methods -
a real benefit if educators can apply these to the educational
process.
2. Develop Educational Innovations that foment teacher training in
new systems, methods, and abilities in the use of hardware and
software applications.
6. Possibilities of the Technological Centre:
Innovation Network & the Creation of
Intelligence.
The Technological Centre will promote Team-working abilities to carry-out
investigation, produce innovations, demonstrate teaching methods and
establish links for co-operation regarding educational projects, strategies
and techniques.
7. WHAT IS AN EDUCATIONAL
TECHNOLOGICAL CENTRE?
1. A Technological Centre is a High Level National and International
Teaching Network, with the benefit of a network of laboratories
with intelligent classrooms in each School, University & International
Teaching Development Centre.
2. A Central Hub that concentrates high-level human capital to
consolidate the power of global education in classrooms.
3. A network that is established as a technological platform for
research, selection, development, technology application and
development of innovative methods in education.
8. Business Model:
Technological innovation in the public and
private educational sectors.
Principal Entity (1) : Working Entity (2) :
Educational Technological Company: holder of products /
Centre. services & Technology Products.
Commercialize Patents & the results of
Transmission of Knowledge
investigation in education for the national
& international markets
Users: Customers:
Schools, National & Controllers, Teachers, National &
International groups International Educational
Institutions.
9. INVESTMENTS:
TECHNOLOGICAL CENTRE (PRINCIPAL
a) CIVIL WORKS LABORATORY).
b) TECHNOLOGY HUMAN CAPITAL. Phd’s in
INFRASTRUCTURE (ITC’s) international & local education.
c) INVESTMENT IN HUMAN
CAPITAL (PERSONNEL) INTELLIGENT CLASSROOMS IN
SCHOOLS, UNIVERSITIES
(Supplementary support to
educational networks)
10. 1) Technological Infrastructure
& Civil Works.
Central Office of the Technological Centre:
(1) Central Laboratory that administers the Projects and Laboratories of the
Teaching Centre.
(2) Mentoring Classrooms for Coaching, Meetings, Seminars & Congresses.
a) Creation of a Teaching Laboratory that serves as a technological platform for
testing & potential development of educational software that coincides with
learning tasks for construction of new knowledge; collaboration & teamwork;
defined & projected programs and tasks.
b) Management area for Project Planning & Human Capital, Support Centre of
the Network (ITC’s).
c) Environment & Infrastructure that facilitates creation of Products / Services
(Patents) in Educational Technology.
12. 2) Technological
Infrastructure & Civil Works.
Smart Classrooms:
1. Civil Works and construction of smart classrooms equipped with
cutting-edge technology infrastructure in schools and universities
2. Construction of technological infrastructure, computer networks &
powerful servers, software development tools, digital video, editing
environment, video conferencing, electronic whiteboards, data-
show, workstations with notebook computers, and
3. every cutting-edge infrastructure that constitutes the classroom of
the future.
13. 3) Human Capital.
1. Investment in an group of Phd's, educators and national
and international experts to implement Learning Systems
and innovative teaching projects.
2. Teacher Training and Development contributing to the
Technology Centre for training in new educational
projects and developing their own skills in technology
applications in education.
14. 3) Human Capital.
3. Establishment of a Team of permanent teachers & a
Network of Associates for Mentoring in Educational
Technological Systems.
– Development of a Technological Culture in Education
that sees Professors as Mentors of Projects & other
applications, classified by their level of expertise in
Educational Technologies.
– Creation of a culture of Experts in transmission of
information & designers of Educational Technologies.
– Development of a system of incentives attached to
Educational Projects & Creation of Patents.
15. Why is the Center an opportunity
for Growth?
This is an environment that reinforces:
Resolution of problems in a scientific manner,
Incorporation of new communicational skills.
Education growth in an environment of
collaboration.
Educational Synergies:
Participants learn together with other
communities, in a network of
intelligent classrooms.
16. Why is the Centre an opportunity
for Collaboration?
It is a collaborative work environment that gives
incentive to cross-fertilization of ideas.
1. Educators from distinct subjects can perfect, create &
consolidate, together with their students, diverse educational
& innovative projects.
2. Educators can realize initiatives that promote and lead to
development , new sustainable professionals & curriculum
interventions based on cutting-edge technology.
17. Impact on Students:
Growth.
A practical conscience of being integrated
into a globalize world helps give deeper
understanding of experiences of disciplines
that explore science, mathematics & English,
contemplating new techniques in cutting-
edge technologies.
A reduction in learning times.
18. Impact on Students:
Growth.
From integration of technology produced by teachers &
students will impact positively on learning.
From improvements produced in educational capacities for
investigation & production of independent findings, along
with reinforcement of work groups & an increment in
technical abilities and language.
19. Impact on Students:
Technical Abilities.
Improvement in the skills in the use of new technologies related to their
formation under the context of the growth of globalization.
Students obtain high-level education, a product of taking maximum
advantage of skills such as:
Critical thinking,
Quantitative & analytical capabilities;
Abilities in communication & use of information;
Up to the minute skills in the use of technological information when
faced with educational processes, in an atmosphere of mutual respect.
20. Impact on Students:
Motivation
Co-operation:
1. Motivation: 2. Co-operation:
Students increase their education Students acquire commitment in
with new learning methods. their educative work & are
Participation in an atmosphere of guided in establishing their own
diverse connectivity. investigations and projects.
Production of interaction and
global communication. Participation in projects &
Creation of students involved in the fundamental educative activities
construction of knowledge & an increment in transversal
(empowerment). interaction between students and
Motivation when confronted with their schools. An atmosphere of
the creation and use of mutual respect is created.
technological tools.
21. Impact on Teachers:
Innovation in Technical
Development.
a) Empowerment of educators to c) Teacher Training; An incentive
transform teaching techniques to utilize new technologies
oriented towards more concrete which eliminate restrictions on
results. academic agendas, or rigid
structures.
b) Professors learn to utilize new d) Development of abilities; to
teaching systems that are key for a maintain registers of their
better distribution of resources in work; to realize educational
the classroom, with improved projects with steps towards
efficiency in administration of higher productivity.
programs.
22. Impact on Teachers:
Collaboration & Growth.
By working as part of a Team towards
innovation.
By professors & students communicating
and collaborating with other institutions
on educational projects.
By generation of innovative processes in
education with creative thinking, long-
term learning & social responsibility.
23. CONCLUSIONS.
ORGANISACION MODEL:
1) Technological Education Centers focus the input of scientists,
mathematicians and other experts who serve as partner / sponsors
of educational activities for the community.
2) Introduction of methods and programs that increase awareness and
implementation in key areas such as mathematics, language, arts,
science and foreign languages in the educational community.
24. CONCLUSIONS.
ORGANISATION MODEL:
3) New investment in education technology that is
a contribution towards massifying education
technologies to increase quality and innovation
in student learning.
4) Increase the versatility of teaching for all ages,
adding value to the curriculum.
1) Lay the groundwork to establish international
educational performance standards, and
promote excellence in management of education
in the national system.
25. PRODUCTS EXPECTED:
1. A Technology Centre to accelerate the development and promotion of
technological tools and applications of high impact on national
education.
2. Ongoing investment in human capital tied to Mentoring.
3. Development and integration of innovative teaching methods.
4. Collaborative Networking on educational projects and teaching, both
nationally and internationally.
5. Creating of innovation Patents based on new educational projects.
6. Development of products and services to commercial scale.
26. An Educational Technological Centre:
A Platform for Innovation:
Consolidating an educational innovation network where
students and teachers have the opportunity to engage in jointly
developed learning processes that generates new leadership in
a knowledge based society.
27. Development of a Technology Centre for
Innovation in Education for the XXI Century.
Produced by:
Osvaldo Quiroz Leyton
Business Engineer - Lic.Cs.Economics
Master of Business Administration.
@mail: oqleyton7@msn.com