Curricular innovation projects mediated by itc
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This document discusses the integration of information and communication technologies (ICT) into curriculum innovation projects in schools. It identifies some problems, such as ICT not always generating changes in teaching methodology. The purpose is to understand factors that allow or limit curriculum changes and identify strengths and weaknesses of ICT integration. There are three levels of responsibility for ICT integration: policy, institutional, and individual teacher levels. While ICT have potential, proper integration requires curriculum projects and training teachers on pedagogical uses of technologies.
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This document discusses the use of information and communication technologies (ICT) in education. It identifies two major obstacles to effective ICT integration: 1) implementation failure and 2) lack of teacher support. Implementation can fail when there is no shared vision between policymakers and teachers, a mismatch between technology initiatives and curriculum objectives, insufficient planning and leadership, and a lack of access to resources. Teachers also lack support through inadequate teaching conditions, a need for continuous training to develop technological skills, and a lack of accountability that allows time for changes to take effect. Overall, effective ICT integration requires a shared vision, adequate resources, ongoing teacher support through training and collaboration, and sufficient time for changes in teaching practices.
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This document outlines a research project that aims to compare English language teaching methods and results in primary schools in Spain and Poland. The project has several key objectives: 1) Understanding the current English education systems in both countries; 2) Comparing the education systems; 3) Discovering the most effective teaching methodology; 4) Finding reasons for differences in English proficiency levels.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Curricular innovation projects mediated by itc
- 1. THEME 6: CURRICULAR INNOVATION PROJECTS MEDIATED BY ICT ANDREA MARTINEZ DÍAZ, PAOLA GARCÍA ALCOLEA, MARÍA LIZÁN MORENO Y Mª DOLORES ORTEGA COY.
- 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.