"Design for All” in Architectural Heritage conservation: the technology challenge

[EN] Among the United Nations 2030 objectives for the sustainable development, stand out those who seek social, economic and cultural equality of people, within the framework of different human settlements, their cultural heritage and the natural environment. This idea raises the need to establish effective strategies, resources and tools aimed to balance the current conditions in most disadvantaged groups, such as people with disabilities. The situation is complicated because the barriers to integration and inclusivity are diverse, the initiatives, legislation and ways of acting are also very different. Therefore, overcoming the situation requires a broad multidisciplinary approach. On the other hand, Heritage resources can be a valuable mean for permanent and sustainable development, if there is a proper combination of different aspects: design, management and maintenance, continuous improvement and dissemination with inclusive criteria. One of the possibilities to afford that difficult task is to promote in the field of university education different activities such as information exchange, cross-cutting networks, research studies, experimental ICT tools development and adequate dissemination. This proposal is structured in this sense to arouse the interest and participation of teachers, students and researchers in these actions, establishing collaborative projects and work proposals.López Mateu, V.; Pellicer Armiñana, TM. (2019). "Design for All” in Architectural Heritage conservation: the technology challenge. En Proceedings 5th CARPE Conference: Horizon Europe and beyond. Editorial Universitat Politècnica de València. 73-77. https://doi.org/10.4995/CARPE2019.2019.10565OCS737

Exploring Integration Of Information Communications Technology (ICT) In Curriculum Of Pre-Service Teacher Education And Training In South Africa

DissertationChanges in technology, the advent of computers, mobile technology and innovations in telecommunications technology have affected the way people live around the world. Various sectors such as commerce, medicine, law, education and so on, have been affected by the changes brought by Information Communications Technology (ICT). Countries across the globe have positioned education as an apex priority. South Africa, like most countries, participates in the global ‘Education for All’ movement, as initiated by UNESCO, a movement geared towards the advancement of social justice. Based on these changes, teacher education and training at universities should prepare prospective teachers to be able to function within the 21st century classroom. This means that after qualifying, student teachers should possess knowledge that will enable them to teach the millennial learners, to teach with technology, and to teach towards the advancement of quality education and social justice. The purpose of this study is to explore the integration of ICT in pre-service teacher training at universities in South Africa. The study investigates the level to which student teachers are exposed to the Technological Pedagogical Content Knowledge (TPACK) needed by them to deal with the demands of 21st century teaching. The study used the qualitative research approach using both group and individual interviews as research methods. The study found that prospective teachers still lack the required knowledge for them to integrate content, pedagogy and technology. It also found that the present B.Ed curriculum as prescribed in the revised Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy document stifles the flexibility of universities in their efforts to provide student teachers with the required TPACK. Also, the ICT competencies of some lecturers at universities still need to be improved for them to adequately train student teachers to integrate ICT in their teaching. This study recommends practical steps that universities can employ to complement the prescripts of the revised MRTEQ to provide prospective teachers with the required TPACK

5th CARPE Conference HORIZON EUROPE AND BEYOND

CARPE, the Consortium on Applied Research and Professional Education is the first strategic alliance of a number of European universities of applied sciences. The partners aim to encourage cooperation in European research programmes and jointly develop educational programmes.They will also mutually exchange students and staff. An important point of departure in this collaboration is the link between education, research, businesses and organisations, through which knowledge acquires both social and economic value. The CARPE partners are Hamburg University of Applied Sciences, Universitat Politècnica de València, Turku University of Applied Sciences, HU University of Applied Sciences Utrecht and the University of Debrecen.Orozco Messana, J. (2019). 5th CARPE Conference HORIZON EUROPE AND BEYOND. Editorial Universitat Politècnica de València. http://hdl.handle.net/10251/132663EDITORIA