La formación de docentes en TIC: aportaciones desde diferentes modelos de formación

Training the teaching staff in Information and Communication Technologies comes implicitly with the study of its different dimensions and principles, regarding the indications that have been pointed from a variety of studies and works. In our current society, it is clear that the significance of ICT to improve quality and educational performance is not exclusively determined by its presence, but also by the variety of transformations that involves not only using them as a way of consuming knowledge but also seeing them as tools to enrich, create and generate said knowledge. From this perspective, investment in professional development is more important than investment in resources associated with technology. ftis is an important aspect for incorporation of ITC, not considering only its use to do better things than we do without it, but to do things in a complete different manner. We present this article which describes a tour of some of the bases and models, analyzing the problematic of training in digital skills that teachers might face when they incorporate them into their teaching and professional practice.Hablar de la formación del profesorado en Tecnologías de la Información y la Comunicación, implica el estudio de diferentes dimensiones y principios, contemplando las indicaciones que han apuntado distintos estudios y trabajos. En la sociedad actual, es claro que la significación de las TIC para mejorar la calidad y el rendimiento educativo, no viene exclusivamente determinado por su presencia, sino también por diferentes transformaciones que implican pasar de utilizarlas únicamente como una forma de consumir conocimientos, a verlas como herramientas para enriquecerlos, crearlos y generarlos. Desde esta perspectiva, la inversión en desarrollo profesional es más importante que la inversión en recursos asociados a la tecnología, siendo unaspecto importantepara su incorporación, el noplantearse únicamente su utilización para hacer mejor las cosas que hacemos sin ellas, sino para hacer cosas completamente distintas. Desde esta óptica, planteamos el presente artículo en el que se describe un recorrido por algunas de las bases y modelos, analizando la problemática de la formación en las competencias digitales que debe poseer el profesorado a la hora de incorporarlas en su práctica docente y profesional

Needs and challenges for online language teachers - the ECML project DOTS

The growing use of digital technologies in educational settings, paralleled by a paradigm change in educational theory from an instructivist transmission approach to constructivist and sociocultural theories of learning, demands more adapted teacher training programs, both technical and pedagogical. Looking at factors influencing teachers’ implementation of ICT in the foreign language classroom and guided by the results of a needs analysis survey conducted among twenty six language teachers from twenty five different European countries, the DOTS project aims to develop an online workspace with bite-sized learning objects for autonomous use by language professionals, particularly freelance teachers who frequently miss out on the training opportunities provided for their full-time colleagues

Teacher education in a climate of change: the way forward

The Department for Employment and Learning (DEL) and the Department of Education (DE) launched a review of teacher education in 2003 at the first major teacher education conference to be held in 30 years... The purpose of the review was to ensure that the profession is best placed to cope with the changes facing the education sector in the coming years... This paper seeks to: establish the context within which decisions about teacher education have to be taken; argue the need for change; present the conclusions arising from the review; and make proposals about the future delivery of teacher education

Policy review of teacher education in Northern Ireland

"This report is written as background for departmental officials and assumes, therefore, familiarity with the issues. Its purpose is to consider the aims, objectives and policies on which the current model of teacher education (initial, induction, early professional development, continuing professional development) in Northern Ireland is based, and to offer an opinion on how well current provision fits these, identifying gaps as necessary." - page 3

A Critical Review of Contemporary Practice in Internationalisation in the Hospitality, Leisure, Sport and Tourism (HLST) Subject Communities

This report identifies and critically reviews contemporary practice in the field of internationalisation within the HLST subject communities in order to inform curriculum development and pedagogy geared towards the development of international perspectives and global awareness. Drawing on current pedagogical literatures as well as staff and student consultations, it identifies a number of key points which reflect good practice in UK HLST curricula in the UK. Due to the broad disciplinary scope of the subject area in focus and the diversity of curricular activities across the UK, this critical review is selective rather than exhaustive and seeks to stimulate further discussion and research into this area

Competencies for educators in delivering digital accessibility in higher education

The aim of this paper is to critically review the capabilities of the European Framework for the Digital Competence of Educators (DigCompEdu) and the UNESCO ICT Competency Framework for in delivering greater accessibility for students with disabilities in a Higher Education landscape undergoing Digital Transformation. These frameworks describe what it means for educators to be digitally competent. However are there other competencies required to deliver Digital Accessibility in education. The particular focus of this paper is the role of the teachers in delivering Digital Accessibility in higher education. What should be expected of them and what are the required competencies to meet these expectations? Is it fair for example to expect teachers to cross boundaries where the effectiveness of general accessibility strategies such as UDL end for particular groups of students for example blind students in STEM subjects and where there is a need for individualised accommodations

Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project): Executive Summary, Conclusions and Recommendations

LLiDA set out to: review the evidence of change in the contexts of learning, including the nature of work,nknowledge, social life and citizenship, communications media and other technologies review current responses to these challenges from the further and higher education sectors, in terms of: a) the kinds of capabilities valued, taught for and assessed (especially as revealed through competence frameworks); b) the ways in which capabilities are supported ('provision') c) the value placed on staff and student 'literacies of the digital' collect original data concerning current practice in literacies provision in UK FE and HE, including 15 institutional audits and over 40 examples of forward thinking practice offer conclusions and recommendations, in terms of the same issues reviewed in

Chapter 3 Women empowering themselves to fit into ICT

"The near-ubiquitous spread of ICT offers unprecedented opportunities for social and economic agents, reshapes social and economic structures and drives the emergence of socio-economic networks. This book contributes to the growing body of literature and present state of knowledge, offering the reader broad evidence on how new information and communication technologies impact women’s economic and social empowerment and hence have an impact on overall welfare creation. More specifically, it concentrates on demonstrating how ICT may become ‘empowering technologies’ through their implementation. The book is designed to provide deep insight into the theoretical and empirical evidence on ICT as a significant driver of women`s social and economic development. Special focus is given to examining the following broad topics: channels of ICT impact on women`s development; the role of ICT in enhancing women`s active participation in formal labor markets; examples of how ICT encourages education, skills development, institutions development et alia, and thus contributes to women’s social and economic empowerment, as well as case-based evidence on ICT`s role in fostering women’s equality. The primary audience for the book will be scholars and academic professionals from a wide variety of disciplines but mainly those who are concerned with addressing the issues of economic development and growth, social development, the role of technology progress in the context of broadly defined socio-economic progress.

Teaching geography for a sustainable world: a case study of a secondary school in Spain

Geography has a major responsibility in delivering education for sustainable development (ESD), especially because the geographical concepts of place and space are key dimensions for the analysis and pursuit of sustainability. This paper presents the results of a research that investigated how the teaching of geography in secondary education in Catalonia (Spain) contributes to ESD. For the development of this research it was explored what is involved in understanding and resolving issues about sustainable development and how geography teachers might best conceptualize and teach in this new domain. As a result of this theoretical reflection it has been defined a proposal or model for reorienting the geography curriculum from the basis of the ESD paradigm, which is based and structured in four groups of criteria and recommendations as follows: recommendations for defining competences and learning objectives; criteria for selecting geographical contents and themes; criteria for selecting geographical areas and for the use of scale; and finally, recommendations for choosing the most suitable teaching and learning approach