Post by bilkis6s on May 16, 2024 4:54:21 GMT -6
Of levels that a teacher must go through in their professional development, in order to effectively integrate ict into the classroom activities of the subjects in their charge. These are: preintegration; directed instruction; basic integration; medium integration; advanced integration; and, expert or transformative integration. This sequence proposed in mítica, like other routes proposed with the same purpose, by initiatives such as tpack mishra & koehler, “ ict competency standards for teachers ” unesco, nets-t iste,“ initial teacher training ” chile “ ict competencies for teacher professional development ” men-colombia and acot apple, have served as input to design programs in the pedagogical use of ict, both for initial teacher training and for qualification of practicing teachers.
However, although it is essential to address this first level of institutional management in the best possible way and in all its axes, it is not enough for an Benin Phone Number educational institution to integrate ict in an effective, focused and intentional manner in its educational processes. Well, this level basically aims to create, within the educational institution, the necessary conditions of all order, for said integration to take place. If we seek to generate learning environments enriched with ict, it is necessary to attend to a second level, of a didactic order, in which teachers intervene in classroom activities.
Currently there are several models that address this didactic level and that are related to different moments in the use of ict in educational processes. Models such as samr puentedura, tpack mishra & koehler, tim arizona and acot , undoubtedly help to develop the elements of “pedagogical strategy” and “competence in integration” corresponding to the “teachers from other areas” axis of the model. Mythic . Additionally, they focus on didactic aspects that directly relate the pedagogical use of digital resources to the academic content that students must learn.
However, although it is essential to address this first level of institutional management in the best possible way and in all its axes, it is not enough for an Benin Phone Number educational institution to integrate ict in an effective, focused and intentional manner in its educational processes. Well, this level basically aims to create, within the educational institution, the necessary conditions of all order, for said integration to take place. If we seek to generate learning environments enriched with ict, it is necessary to attend to a second level, of a didactic order, in which teachers intervene in classroom activities.
Currently there are several models that address this didactic level and that are related to different moments in the use of ict in educational processes. Models such as samr puentedura, tpack mishra & koehler, tim arizona and acot , undoubtedly help to develop the elements of “pedagogical strategy” and “competence in integration” corresponding to the “teachers from other areas” axis of the model. Mythic . Additionally, they focus on didactic aspects that directly relate the pedagogical use of digital resources to the academic content that students must learn.
