THEME 6: CURRICULAR INNOVATION PROJECTS MEDIATED BY ICT

ANDREA MARTINEZ DÍAZ, PAOLA GARCÍA ALCOLEA, MARÍA LIZÁN MORENO Y Mª DOLORES ORTEGA COY.

INTRODUCTIONToday it has opened a new horizon for the educational

system.

A new knowledge and a new

way of understandi

ng the education.

PROBLEM: The use of ICT tends to

not generate

changes in methodolog

y.

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..

OBJECTIVES AND CONCLUSIONS OF RESEARCH:

OBJECTIVE

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

METHODOLOGYMETHODOLOGICA

L 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

CHARACTERIZATION OF THE CENTERThis 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

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 we need to learn.

From the economic

point of view

From the pedagogical point of view

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.

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.

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.

CONCLUSIONAs 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.

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.

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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.

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TRUE/FALSE QUESTIONS1. One problem of the inclusion of ICT is that tends not to do changes in methodology and organization2. 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 profession, a reconstrution.

MULTIPLE CHOICE QUESTIONS

1. The levels to break with the traditional model (respect ICT) are:a) individual-professional and group-

organizational b) Professional and educationalc) Neither

2. The 21st Century School is:d) Obliged to develop innovation processes.e) Obliged to continue developing traditional

processes.f) Both are false.

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…d) be something strange for the school and the

students. e) be wrong, because the culture has to be always

the same. f) be urgent. The complex is to encourage teachers

to believe that this challenge is worth for their professional growth and development of the school.

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.