How To Dress Cute In Disney Worl

JOURNAL COLUMNIST CHESS CHESS PROBLEMS IN CHILE

ANALYSTS WE WILL BE ON YOUR THEORY AND INTERESTING ITEMS TO BE ALL KNOW.
A GREETING, THE TEAM.

Walter A. Cuevas

Adolfo Pineda P.

Mauricio A. Flores

Yamaha Phazer Carburetor Balancing

MATE 3 .....

Mount Nordic Bindings

NATIONAL RANKING OF CHILE - JANUARY FENACH ELO 2009

(The following is a brief list of the Top 50 National Chess Elo Assets - At a grand total of 26,400 registered approx.) * Elo Fide has returned but not updated - we decided to put this list to indicate better Recent chess strength and activity. LINKS OF ELO



http://www.fenach.cl/ENF/searchPlayers.php

N Name Fed T ENF Birth City Schroder
1 Vasquez, Rodrigo g CHI James 2528 / 1969
2 Valenzuela Fuentealba Santiago Luis m CHI 2518 / 1978
3 Flores Rios, Mauricio Valparaiso m CHI 2500 / 1990 Keim
4 Rojas, Luis m CHI Barcelona (ESP) 2492/1975
5 Campos Moreno, Javier Benito g CHI Barcelona 2482 / 1959
6 Egger Mancilla, Jorge Alejandro Santiago m CHI 2433 / 1974
7 Lopez Silva, Hugo CHI Andrez Osorno 2426 / 1984
8 Barria Zuñiga, Daniel m CHI Barcelona (ESP) 2416/1974
9 Arancibia Guzman, Eduardo Santiago CHI 2412 / 1973
10 Diaz Villagran, Robert Santiago CHI 2399 / 1986
Mermow 11 Duarte, Marcelo Santiago f CHI 2396 / 1956 cahuin
12 Jorquera Marcelo Santiago f CHI 2392 / 1976
13 Lillo Silva, Sebastian CHI Paris (FRA ) 2378 / 1973
14 Arros Salas, Cristian f Iquique CHI 2377 / 1979
15 Valdés Escobar, Alvaro Santiago Daniel f CHI 2374 / 1989
16 Dumas Aviles, Alejandro Santiago CHI 2371 / 1982
17 Frey Perez, Hugo CHI 2354 Punta Arenas / 1971
18 Zapata Ferrada, Marco Eduardo Santiago f CHI 2353 / 1974
19 Sepulveda Herrera, Santiago Job Rodrigo CHI 2353 / 1974 20 Calvo
Salas, Pablo Santiago CHI 2338 / 1978
21 Silva Sanchez, Carlos f Talca CHI 2333 / 1944
22 Lobos Barrenechea, Miguel Santiago CHI 2331 / 1984
23 Rioseco Pinochet, Luis Fernán Valparaiso CHI 2326 / 1977
24 Romero Pino, Claudio Santiago CHI 2311 / 1965 Sepulveda
25 Llorens, Marcelo Santiago f CHI 2303 / 1974
26 Rios Escobar, Adan Humberto CHI Viña del Mar 2303 / 1980
27 Pineda Polanco, Adolfo Santiago CHI 2294 / 1984
28 Velasquez Ojeda, Cesar Santiago f CHI 2293 / 1950
29 Avalos Parra, Joao f Iquique CHI 2288 /
1981 30 Torres Bravo, Renato Cristobal Santiago f CHI 2280 / 1987
31 Dobson Aguilar, Luis Punta Arenas f CHI 2279 / 1966
32 Utman Goldschmidt, Carlos Alejandro CHI Peralillo 2278 / 1962
33 Estay Torreblanca, Oscar Concepcion CHI 2274 / 1974
34 Toloza Soto, Pablo Coronel m CHI 2272 / 1971 Pine
35 Pinto, Marcelo Pablo Santiago CHI 2271 / 1962
36 Arias Flores, Eladio Antofagasta CHI 2265 / 1965
37 Caceres Vasquez, Sergio CHI Talca 2258 / 1964
38 Garcia Cardenas, Pablo CHI Punta Arenas 2257/1989
39 Cortes Moyano, Julio Santiago CHI f 2253/1951 40 Lenoir
Ibach, Gabriel CHI 2248/1982
41 Perez Molina, Robinson Alexis Santiago f CHI 2245 / Vargas Maliqueo
42 1985, Ivan Patricio Santiago CHI 2242 / 1968 43
Riera Hernandez, Jose de Jesus Santiago CHI 2242 / 1990
44 Cuevas Araya, Walter Santiago CHI 2241 / 1981
45 Varas, Carlos CHI Bilbao (ESP) 2239/1958
46 Cerda Albornoz, Guillermo f Iquique CHI 2237 / 1966
47 Alarcon Bahamondes, Roberto Talca CHI 2235 / 1989
48 Andueza Quezada Danilo Santiago CHI 2234 / 1980
49 Romero Araya, Diego Alonso CHI Santiago 2231 / 1985
50 Montero Martinez, Cristhian Santiago f CHI 2228 / 1950

Jeff Hardy's Painting Games

TOURNAMENTS IN CHILE - CLICK TO ENLARGE IMAGE

http://www.ajedrezchileno.cl/ LINKS UPCOMING TOURNAMENTS


55 º Torneo Mall Florida Center, Florida, 31 / 1 / 2009 Bases
Summer Chess Tournament "in Coquimbo, the Bases 31/12009
6th. Cabrero Open Chess Tournament, Summer 2009, Cabrero, the 1/2/2009 Bases
National Chess Tournament San Bernardo "Preparatory Juvenile National Championships 2009" in San Bernardo, the Bases 4/2/2009
Chilean Chess Championships Under 18 to Under 8 years, in Las Condes, the 5 to 8/2/2009 Bases
II TOURNAMENT "Leonel Yañez in memory", in Osorno, 10 and 11/2/2009 Bases
CHILE Second Club Academy Tournament 2009 in Santiago. 14/2/2009 the tournament week basis Valdiviana
in Valdivia, 14/2/2009 Bases
II Summer Open Chess Tournament 2009 in Iquique, $ 1,500,000 .- in prizes, 27 / 2 to 1/3/2009 Bases

Why Does My Quad Backfire

KNOWING THE WORLD CHAMPIONS AND CORRESPONDENCE CHESS TOURNAMENT

BIOGRAPHY OF THE WORLD CHAMPIONS

NAME NATIONALITY Austrian Wilhelm Steinitz
- Born in Prague
05/17/1836 to 08/12/1900 LIFE FIRST WORLD CHAMPION


Meetings for the World crown
1866 - Steinitz - Anderssen (+8 -6 = 0) Unofficial
1886 - Steinitz - Zukertort (+10 -5 = 5)
Official 1889 - Steinitz - Chigorin (+10 -6 = 1)
Official 1890/91 - Steinitz - Gunsberg (+6 -4 = 9)
Official 1892 - Steinitz - Chigorin (+10 -8 = 5)
Official 1894 - Lasker - Steinitz (+10 -5 = 4) 1896 Official
/ 97 - Lasker - Steinitz (+10 -2 = 5)
Official

STATISTICS TABLES 364 VICTORIES

DEFEATS 174 113 65% Efficiency


contribution to chess theory

- Steinitz System in the English opening
- Steinitz Variation in the French defense
- Steinitz Gambit in the opening Viennese Classic Line



"I can play God and give an extra pawn."

ITEM THAT GAVE THE TITLE.

Event "01st World Championship"]
Place "USA"
Date "1886.01.11"
Round "20"
White "Steinitz, William" Black
"Zukertort, Johannes Hermann
Result" 1-0 "
Eco "C25"

White to play and are world champions.

SEE ITEM ON DISPLAY:

How Many Calories In A Chinese Beef Chow Mein

News 2007-2008.

PLAYS STRONG CORRESPONDENCE CHESS TOURNAMENT IN APPLIED AFTER.


The year 2008 was a year with many chess activities and want to highlight a very special, a pattern not so unusual today, where the only thing we have is an email and Internet, I present The Championship national correspondence chess.

you wonder who is the champion of Chile in this mode, how long the game, which server handles this event, well the first time I participate in a tournament of this feature and got a 3 rd place. This was really struggled here the books, magazines, encyclopedias and computer programs are always needed to play the best start, but after its own analysis and ideas are important and vibrant time allowing games where almost no errors exist, items are near perfect, to win we must play with a pure strategy to take the points ..

questions to me before this tournament was no doubt, help me to improve my game? Can I get some advantage applied to a tournament?, I comment with an example, the answer is obvious, attached a game played by me in this exciting tournament.

The strong player and a champion in this mode turned out to be Ives Arancibia Morales with 9.5 points in 11 games, a spectacular result because it is correspondence chess, to get an idea former champion Chilean MN remato second with Eduardo Arancibia the same score but different system, I got the 3rd place with 7.5 Unbeaten and followed by Richard Parkes and Mario Godoy.
In conclusion I invite you to review more event news on the blogs of Richard Parkes.

http://viveajedrez.blogspot.com/2008/01/cuarto-campeonato-nacional-de-chile.html

STANDINGS:

http://www.iccf-webchess.com/EventCrossTable.aspx?id=10740&order=p


Details of the 4 th National Tournament Correspondence:

The games are played simultaneously-all with a time of 50 days for the first 20 moves and 50 days extra for every 20 plays, which is why the tournament lasted 2 years.
Although you can not believe I was about to lose a game on time because I had 2 good options and there was still much to analyze in order to choose the best move, of course I had to use intuition in these circumstances, I call deep insight. We

one of the games.

SEE ITEM ON DISPLAY:

Farfán Ortiz, V - Cuevas Araya, W [E97]
4. Chile's National Championship
ICCF Correspondence Chess

1. Nf3 Nf6 2.c4 g6 4.Nc3 Bg7 3.d4 0-0 5.e4 d6 6.Be2 e5 7.0-0 Nc6 8.d5 Ne7 9.b4 Nf6 Ch5 10.Te1 11.Cg5 12.Af3 f5 [12. another strong attempt f3] 12 ... h6 c6 14.Ce6 13.Ab2 Bxe6 15.dxe6 fxe4 16.Cxe4 17.Txe4 Nxe4 d5 cxd5 18.cxd5 19.Txe5 (interesting double-edged Play in position) Bxe5 20. Bxe5 22.De2 \u200b\u200bd4 Qb6 23.a3 Kh7 21.Ab2 Solid Movement to avoid getting into the ultra-analyzed variant Shirov .. [Asi juice 23.h4 1-0 Shirov-Radjabov, Linares 2004] 23 ... Rd8 25.De5 24.Te1 Rf5 f6 a5 26.De4 Although White is better under the gauntlet had similar movement and action levels not easy to progress further, the white to accept a pinch of time tables. ½ - ½ - although this does not win, I served in practice. Post-Mortem Analysis


here for space are only the most important moves in my notes were about 100 sub-variants analyzed in a tremendous effort to resist this terrible position, although the party had achieved the objective of tremendous value that effort and analysis, I cite in this same position just a game I played with Alexander Dumas in Endesa IRT 2007, at that time was present critical position and had everything tested, my opponent threw himself into a real home studio, what happened is a lesson in the profitable play games in the form of correspondence chess. Endesa Santiago

Irt n º. 12 - Nov 2007 "E97"]
Cuevas, Walter - Dumas Aviles, Alejandro

1.e4 g6 (surprise, I expected the Sicilian where my darts were obviously targeted, this time Dumas prefers to avoid his repertoire). 2. d4 Bg7 3.c4 (I have no problem transposing the King's Indian, I must confess that this was the last thing he had expected before starting this game). d6 4.Nf3 0-0 6.Be2 e5 5.Nc3 Nf6 7.0-0 Nc6 8.d5 Ne7 9.b4 Nf6 Ch5 10.Te1 11.Cg5 12.Af3 f5 h6 c6 13.Ab2 14.Ce6 Bxe6 15.dxe6 17.Txe4 16.Cxe4 fxe4 Nxe4 d5 18.cxd5 cxd5 Qb6 19.Txe5 Bxe5 20.Axe5 21.Ab2 to make a stop here. It was just what I was playing correspondence had everything tested and obviously the next play of Dumas was well aware, long ago it was so quiet in a game, actually took about 10 minutes in the opening, my opponent begins to meditate which means a huge time advantage. Rf5 22.Tb1 Qxb4
23.Ad4 24.Txb7 TB8 25.Ac5 Qd6 (black problems begin) dxc5 + Kg7 27.h4 h5 26.Txb8 28.Dd2 30.Db2 a5 29.a4 Qc4 + Kf6 d4 32 31.Tb7 . TD7 Qc3 33.Db8 34.Rh2 Qc1 + DF4 + 35.Dxf4 Rf5 36.Rg3 Txf4 37.Txd4 Rxe6 38.Ae4 40.f3 Kf7 39.Rf4 Rc5 Tc1 42.Ab7 41.g4 Ke6 43.Re4 Rc5 44.fxg4 hxg4 TC3 46.Ae4 Kf6 45.Rf4 + Kf7 48 Rc5 47.Td6 . Bd3 Nd5 + Ke6 51.Re4 49.Txd5 50.Ac4 Txd5


1-0 ITEM IN VIEW FINDER:

Where To Watch Hard Yaoi For Free

New Chess Theory Chileno.

Last year playing for correspondence surprised me with the proper risky gambit Schlim, I had to resort to history to survive, I defended myself as I made exact moves to save the game and create anti-gambling, I was discussing with some friends pose interesting for Black just appears Chilean maestro José Luis Carmona To my surprise he had played exactly the dreaded Gambit, but for me it was terrible because I was white and it seemed that I was heavily involved in a variant which had no resurrection, to finish Carmona Master gives me a photocopy of his party who still appeared in the encyclopedia which clearly indicates that his move is a novelty that completely refute this variant, was right, was the expert and something was still in the encyclopedia that recognizes his brilliant New, told me that there was no salvation, this contribution even though I helped a lot to dig everywhere to not lose, I left a real mess if the encyclopedia was right, all moves aimed defeat after strong 9 ...., Qd6, however there is still something to say, I found salvation and well reviewed an interesting blogs I came to give a well-deserved extra analysis contribution to that defense.

Carmona won the Argentine championship Rubinetti 42 years ago, I'm still far from that age, therefore is a real merit.
take the comment that there is an interview with the Master's own words Carmona; http://sertal.blogspot.com/ . And a good comment from Sertal, this time we want a thorough study of this magnificent line. .
"Jorge Rubinetti - José Luis Carmona. English Opening, 19661.e4 e5 2.Nf3 Nc6 3.Bb5 f5 [The complicated Schliemann Gambit or Janish. The great master Radjabov is now one of his faithful followers] 4.Nc3 Nf6 6.0-0 Bc5 0-0 5.exf5 7.Cxe5 CD4 8.Aa4? [The most solid is 8.Nf3] 9.Ce2 8 ... d5 Qd6! Bxd4 10.Cxd4 11.Cf3 Ng4 12.h3 [If 12.g3 Axf2 + 14.Rxf2 Nxf2 13.Txf2 xf5 and better black] Diagram:

12 ... xf5! [Sacrifice introduced by Carmona] 13.c3 [ If 13.hxg4 Axg4 to catch the "F3" followed by Qg3] 13 ... Be4 14.hxg4 Bxf3 15.cxd4 Axd1 16.Axd1 [Delivery lady without hope] 16 ... Qb4 17.d3 18.Af3 Qxd4 Qg6 20.Tad1 19.Ae3 Dxd3 c6 21.b4 Rf7 22.a4 Re8 Taf8 23.Ae2 24.Td3 25.a5 e4 Qe7 27.g5 Qf6 d4 26.Tc1 0-1 "" Sertal "

SEE ITEM DISPLAY:



COMMENTS

Making an analysis of that meeting, it appears that the Argentine champion, was completely unaware of the dangers of this gambit, in fact in the very comprehensive database we a 1943 correspondence game won by the black, including Wolfgang Hort Work and 0-1, which had already successfully tested the strong play of Carmona, 9. .... Qd6, but this game is very important because it hides a secret, note
9.Ce2 Qd6 (We have another match between Cohn, Erich "Dus Chotimirsky, 1907, in which Black also gain but with a routine movement 9 ... .. xf5 immediately, though Qd6 is stronger). Ng4 12.c3 Bxd4 11.Cf3 10.Cxd4 UNICA (Beware of this play, but lost white women, there are contributions that achieve enduring such a position, nothing to say with 12 h3?, Carmona refute the Board as we pointed out). .) 13.g3 Txf5 (single) Nxf2 14.Txf2 16.Dh1 Axf2 + 15.Rxf2 f6? (The next game proved that here there is a secret to fighting after 71 years). Bxf3 17.Ad1 Bg4 0-1 18.Axf3 Taf8

CONCLUSION:

According to our studies;
Heading to Resist is
Ostermeyer, Peter (2400) - Hermann, Manfred [C63] FRG-ch 15th
Bad Neuenahr (5), 1978
1.e4 e5 2.Nf3 Nc6 3.Bb5 f5 4.Nc3 Nf6 6.exf5 5.Aa4 Nd4 Bc5 7.0-0 0-0 8.Cxe5 9.Ce2 d5 Qd6 12.c3 Ng4 10.Cxd4 Bxd4 11.Cf3 Txf5 only 13.g3 only 14.Txf2 Nxf2 Axf2 + f6 15.Rxf2 16.d4N (IMPORTANT NEW) 18.gxf4 Txf4 17.Af4 Bg4 19.h3 Dxf4 Bh5 20.Ad7 only 21.Ag4 Axg4 22.hxg4 Rf8 23.Re3 + DF4 + DH2 DH2 24.Rf2 + DF4 + 25.Re3 ½ - ½

SEE GAME DISPLAY:


COMMENTS


Note that there are several games played between 1978 and 1981, where the move 12. C3 pawn, confirms that it is the only one who saves the game, however, struck by the large number of party that is at the base where Black wins, this is because many white players come back without knowing the variant and do not know the trick c3 g3 ..
Carmona said he was very interested in the topic, but obviously not yet completed my correspondence, I can draw on the basis that the strong move Qd6, but is strong, there is an antidote but this can not but the tables in a very complex position where if we do not understand something straight into the abyss.

Returning to friendly game of pick who was playing in Metro Chess players tried to change both the Alternative History that ended in a draw as in 1978, though hard-fought, the result was the same. If you ask me if they kill the chess tables are really wrong.
should be a state secret, but with our team we have decided to release it into the light. Because in reality
Carmona infuse the spirit of that position. We managed to resist the Fort
9 ... Qd6, but with much help of course, Carmona Mato While the Argentine helped me after 40 years as a rebel and show that there is salvation ....

This item not found in the Super Database.

SEE ITEM ON DISPLAY:


comment

party (1) sgmman (Walter A. Cuevas) (2259) - ckeke (2331)
ChessPlanet.ru ChessPlanet.ru
1.e4 e5 2. Nf3 f5 4.Nc3 Nc6 3.Bb5 Nf6 7.0-0 Bc5 5.exf5 6.Aa4 0-0 Nd4 d5 8.Cxe5 9.Ce2 10.Cxd4 Qd6 12.c3 Bxd4 11.Cf3 Ng4 13.g3 Txf5 Axf2 + 14. 15.Rxf2 Nxf2 Rxf2 f6 16.d4 Bg4 19.h3 17.Af4 Txf4 18.gxf4 Dxf4 Bh5 20.Ad7 21.Ag4 Bg6 Rf8 (New that gives life to what happened in 1978) 22.Dg1 Be4 23.Dg3 Qd2 24.Rg1 + Kh8 Qxb2 25.Tf1 Dxc3 26.De5 28.Dxc7 Qxa2 + 27.Rh2 Qa3 30.De7 29.Rg3 h6 f6 + Kh7 31.Dxb7 Qa3 32.Dc8 33.Dc1 Db3 34.Tf2 a5 35. Db2 DE3 Qa3 37.h4 a4 38.h5 36.Dd2 Db3 39.Db2 Tie. (1/2-1/2) ½ - ½ - Of all forms finished en tie.

Stinging Pains In Belly When Pregnant

TEACHING ROLE

Databases consulted:

On November 17, 2008. Retrieved

:

Anita E. TEACHING ROLE Woolfolk. "Teachers, teaching and educational psychology." Educational Psychology. Publisher: Prentice-Hall Hispano, SA Mexico.

Gynaecologist,mumbai Recommended

Databases consulted:
On November 17, 2008. Retrieved
: HIGHER EDUCATION
Colombia
learning, the knowledge network (2007). "Glossary." Retrieved http://www.colombiaaprende.edu.co/html/estudiantesuperior/1608/article-131968.html line, on November 20, 2008.

Milena Valba Wipin Floor

FORMAL AND NON FORMAL EDUCATION EDUCATIONAL




Databases consulted:
On November 17, 2008. Retrieved
:
FORMAL AND NON FORMAL EDUCATION
Perich Campana, Daniel. "Practice teaching I. Formal, non formal and informal. " Retrieved online from: www.sectormatematica.cl/pedagogia/01% 20FORMAL.doc 20EDUCACION%,, on November 20, 2008.

How To Get Rid Of Phlegm In 9 Month Infant

Databases consulted: On November 17, 2008. Retrieved
: EDUCATIONAL

Paciano Fermoso Estébanez Theory of Education. " The educational concept for education. Trillas edition. P. 235.

Sore Throat And Red Spot On The Tip Of My Tongue

Databases consulted:
On November 17, 2008. Retrieved
: EDUCATION

Brull José Luis Castillejo. "Communication Education and Learning Education. The axes of the Humana building. " Communication and Education. J. Sarramona edit. CEAC SA Barcelona, \u200b\u200bSpain, 1998.

Christmas Sleigh Cake Holder

EDUCATION HUMAN COMMUNICATION





Databases consulted:
On November 17, 2008. Retrieved
: HUMAN COMMUNICATION

See the new millennium. Library practice. Euromex Editorial, p. 136 (2001).

Gemy Christmas Inflatables

TEACHING-LEARNING EDUCATION

As a result of its action, it should be a mark on the individual, a reflection of objective reality, which allow you to face new situations with a creative attitude, adaptive and appropriation.

Databases Viewed:
On November 17, 2008. Retrieved
:
TEACHING-LEARNING PROCESS
http://www.universidadperu.com/articulo-el-gran-proceso-ensenanza-aprendizaje-universidad-peru.php

Laser Sail Number Archive

Databases consulted: On November 17, 2008. Retrieved
: EDUCATION

http://mx.geocities.com/mteresasotelor/glosario.doc&usg=AFQjCNGlgQynHbXJeyb4yR1u0Cr-BopFaQ

Working Pokemon Heart Gold On Desmume

is the result of the teaching-learning experiences

Databases consulted:
On November 17, 2008. Retrieved
: LEARNING

http://www.pedagogia.es/aprendizaje-principios-basicos/
http://www.bvs.sld.cu/revistas/aci/vol11_6_03/aci17603.htm

http SIGNIFICANT LEARNING : / / www.psicopedagogia.com / definition / learning% 20significativo

www2.uah.es/jmc/webens/160.html discovery learning.

January Table Decor Ideas

LEARNING IN EDUCATIONAL COMMUNICATION CONCEPT MAPS

then presented maps of concepts closely linked to educational communication, which have already been used in previous work only this time are the I have developed schemes to facilitate understanding.

K-9 Sniff During A Traffic Stop

7. COMMUNICATION AS AN EDUCATIONAL EXPERIENCE OF LIFE

Armenta Fraga, Venus (2008). Communication and Education. Seven conceptual theoretical contributions. Lulu Publishing, Inc.

The author shares his experience with educational communication in this trial, where his first comments on the professional preparation and memories that allowed him to reach his first notion of what this area, "Educational Communication I thought then, would be something like the product of a pedagogical theory and teaching strategy, a discipline that was involved in studying and analyzing the various forms of communication that has teachers to teach content. "

reinforced their knowledge where "the best I could half understand was that the discipline goes beyond this, for starters, were distinguished areas: the EC in the Classroom, the EC and the EC Media for Media . Each with different methodological and technical assumptions. "

Over time, educational communication is a new concept. Armenta clarifies from his experience and contribution of authors and theories that have worked this area. First

making clear the areas of work EC:
1 .- Communication Education in the Classroom (AEC). The CEA, is interested in the production of audiovisual materials-verb educational content through the use of different means of technological communication tools inside a classroom,
2 .- Education for Media Communication (MSPC ), SC, for the media interested in education for the critical reception of messages from mass media through the design and implementation of such courses abreactive and
3 .- Education for Media Communication (CEPAM) . One of the most controversial areas, you want to verify or disprobar what many have argued about the media mass communication, ie whether it is possible to educate through them.

also mentioned that a theoretical paradigm was built based on three postulates communicative and five "educational" and they are: The Social Mediation Theory, Social Theory of Communication and General Systems Theory-all of Manuel Martín Serrano-three paradigms that were responsible for conceptualizing the communication of the EC and the five "educational" Theory of Integral Education, presented by the Swiss educator Juan Enrique Pestalozzi, the theory of participatory communication, mainly because Daniel worked Prieto, Group Learning Theory, whose most important line of research has been developed by Pichon Riviere, Joseph Bleger, Armando Bauleo and Edith Chehaybar and Kuri, the meaningful learning theory Ausbel David worked primarily and finally Whole Language Theory by many authors as Antonio Vallet Ramon Padilla, Ramón Astondoa, Francisco Gutiérrez, David Fragoso, Enrique Arellano and Bernard Russi.

Based on all these, and respecting the systemic method provided by the General Systems Theory, it was possible aceverar the following theoretical, methodological and technical compared to the historical, cultural, social, communicative and cognitive object of study and work areas for Educational Communication.

Finally, they talk about building new paradigms, "we must give way to the Educational Communication, ie possibly the long-sought answer to what, what kind of human being seeks to be, what direction is being given, what are the real possibilities of generating people aware of human beings, that is, generating a living philosophical epistemological and ontological support in order to study the EC.

you read this essay in its entirety, I am comforted to know the experience of Venus Armenta, because she started just like me, with effort to want to understand what it is and the purpose of educational communication, and now she has grown in the field, while it has made contributions to help us get a fuller picture.

Whenever I am more convinced by choosing this shaft especializante of the degree, because it is an area that has not yet been exploited and has great potential to contribute to education.

How Can I Make My North Face Fluffy Again?

6. THE ROLE OF COMMUNICATION IN EDUCATIONAL COMPLEX SOCIETY

Armenta Fraga, Venus (2008). Communication and Education. Seven conceptual theoretical contributions. Lulu Publishing, Inc.

The essay begins with some promising lines, about the role of communication education to achieve economic development in Mexico. It sets out the role of education from 1984 to 1995 and features that takes the educational communication in the same period.

The author presents a list of changes that were fostered over the years, in the economic, political, social and finally in the field of education, which concerns us at this point, we speak of School Improvement and modernization of education, review and update the plans and programs, renewing materials, compulsory education levels, expansion of educational opportunities, service to ethnic groups, standards and procedures, stimuli financial resources and recognition, to achieve efficient performance of productive or skilled trades, Provisions for adequate infrastructure and in good condition, and strengthen technological education services through devolution.

all with the aim of providing high quality education, and is designated by the Mexican government itself says that it would conduct or performed and is written in documents with national circulation Armenta said, but it is clearly not have been made the best way, because there are some deficiencies and it is also clear new proposals are handled three challenges to address this issue: a.

Reorganization of the education system. B.
Reformulation of content and educational materials. C.
Revaluation of the teaching function.

The proposals are inclined to meet the needs in education, looking for skill development level that allows students to learn to learn. Within the National Development Plan 1989-1994, the question of, "... to promote the transformation process (...) to rethink, redefine and add content (...) strategies and methods suitable for each educational level to meet the new realities of the country. " Including the speed of technological change makes it impossible to teach and learn. But this often involves the validity of its approval, which is why the quest to develop the skills that were mentioned earlier in this paragraph.

Learning to learn, as opposed to learning content, is in the direction of educational modernization, understood as the link between what is taught, learned with the socio-economic needs of the country.

skills in these classes is that they do not become teachers exhibitions, but in "workshops" to link the contents to the challenges and needs that students would not for passing grades but for better living standards outside schools.

Are some basic skills, which are nothing more than the set of intellectual abilities and socio-affective processes should possess. The first reference to logical thinking and symbolic, and the latter have to do with the kind of rational thought and empirical intuitive thinking. It should be different levels of depth of knowledge according to educational degrees in question, however, you must have the same amplitude level as the students' culture.

educational communication requires a strong investment for the implementation of their practice, both in equipment and in support of an interdisciplinary group, specialized teachers en el manejo de la metodología didáctico-pedagógica y además requiere de alumnos con posibilidades económicas para producir y poseer algunos instrumentos de comunicación en su propia casa, como cámaras fotográficas y de video, grabadoras de audio, computadoras, etc.

Pero no todas las escuelas tienen posibilidades económicas para equiparse y menos aún las escuelas públicas, existen aún quienes consideran a la comunicación educativa como un trabajo unidisciplinario, la principal problemática de la comunicación educativa radica en los profesores de grupo que ven en ésta un riesgo para la estabilidad laboral, se requiere capacitar a los alumnos para defenderse ante las TIC´s y muchas sometimes are able to take advantage but do not have the address from the schools, but do not ignore the equal, and that everyone should have the same educational opportunities.

Exclusions educational communications originating areas are as basic education, upgrading of plans and programs of study, the incorporation of new methods in the teaching-learning process, the recognition of multicultural and multiethnic character, training and teacher training, administrative autonomy, job training, and acquisition of equipment and furniture.

The author concludes with the following reflection: "It would appear that further modernization in education increased social inequality."

This trial is of great contribution in the realm of education and communication, and that I personally was at my knowledge in this regard, a more stable and enriched notion of the role I play in a professional context. I had no idea of \u200b\u200bwhat education could be immersed communications expert.

Like all dedicated to developing vocational education, educational communications expert will meddle in the processes of communication (in this case) teaching and learning for problems that can be resolved with the support of an interdisciplinary team one purpose, to raise the quality of education to achieve a better standard of living in the economic, social and political, as argued Armenta with its collection of changes over the years.

Although the situation well in context of educational communication, realizing the shortcomings that could lead me to believe that they are not entirely serious, but that if it takes more attention to these elements.

think there is much to give from this area and it is necessary to spread a little of this professional position, as it can bring many benefits, initiatives and solutions. I hope in future to exercise this practice to assist in improving education, but the text must be gaining experience, and we're at the Ecole Normale Superieure de Hermosillo, where we opened the doors and allowed us to complete the application of knowledge.

Ariston Margherita 2000 Measurements

5. COMPUTER MEDIA IN TEACHER EDUCATION: TOWARDS THE DEFINITION OF A NEW ROLE

Gartland González, Georgina (2008). Communication and Education. Seven conceptual theoretical contributions. Lulu Publishing, Inc.

This assay is currently being very helpful for me and my team, because it provides important data regarding the management of technological resources, application of knowledge and the role the teacher plays in this renewed process of teaching and learning, this reference serves to strengthen our research. González

Gartland in this paper shows the result of policy design in the average level on the 9th Region of Greater Buenos Aires incorporation of information technology in teacher education. Which involves implicit aspects that had to be to achieve that end.

The focus is on moving towards a new type of characterization of the role of educator that can occur when computer resources are incorporated in teacher training. The main objective was to produce knowledge for the design teacher training schemes around the introduction of technologies.

The author mentions that the purpose of this study is to establish some general assumptions that result in guidelines in the context of the processes of teacher education at both the curriculum content and in teaching practice.

Then I will take some important paragraphs that I think are the extract of an essay that retain the idea of \u200b\u200bit and also easier to understand.

Two possible positions: on the one hand, stands a kind of analysis presents a significant technological reductionism, stripped to the problem of the complexity that is inherent in connection with the subjects and institutions. And on the other, a critical look reflects on the model of society and education involving both the construction and condition of the subject of teaching and learning in the subject. Influence

a magical idea attributed to computer resources alone have the ability to store and provide information, generate knowledge and learning, education, economic development and increase production, etc.

integration of computerized education operated differently promotes changes in the positioning and intensity of all members belonging to this area. Specifically, teachers are among the actors of the education system to recognize and evaluate themselves as more vulnerable both in pedagogy and in the professional training they hold.

important thing is not only handle the technological tools but also the development of intellectual abilities, symbolic processing, higher levels of abstraction, creativity, flexibility and autonomy. Adding to this consideration of another model of society and thus education.

particular on the role of the teacher, are proposals that suggest the need to incorporate computer resources as mediators in the teaching and learning process, disregarding the role played by the subject teacher who is still trapped in a traditional model of education. Starting from the premise that the computer means establishing a new educational context arises almost "automatic" change of role of the teacher. To the extent that transforms the educational situation, the teacher was merely a "transmitter of knowledge" is no longer the center of the process. Hence

presents a kind of educator more facilitator "of learning whose role lies in" mediating "the meeting the learner with the technology from the guidance and advice. This implies a more autonomous teaching and a growing professional development.

So when referring to the process of teaching and learning, which highlights a specific focus on the educator and not only moves but also to students and puts on the need to encourage autonomy in both actors' .

Thus, considering the constitutive features mentioned above, it may indicate that the educator's role in relation to computer media can be defined as "the functions performed by the teacher, as part of an educational model that allows and promotes the professional development of teachers, which are characterized by mediating between information technology and students and tutors to guide research, facilitate teaching and learning process and design situations and contexts conducive to learning with the aim of proposing the both collaborative and cooperative work among students and with other professionals. "

attributes that should be the idea of \u200b\u200bteaching role in relation to computer resources are: mediator, facilitator, advisor and designer of teaching and learning environment.

is this new kind of role that shifts the idea of \u200b\u200bthe teacher as transmitter information "to the notion of teacher as" assessor "or" designer mediated learning situations. " These features require that the teacher becomes the facilitator and resource provider (Cabero Almenara, 2004, 3).

also mentioned that any training or teacher training in information technology must go beyond a mere instrumentality of emphasizing the technical management of the machines on the pedagogical principles and teaching.

A type of learning aimed at linking knowledge and experience for it to materialize throughout the work of teachers and therefore, in daily life of students who ultimately are the real target of the education system in general.

Well, I would comment on the above, that now it is clear that in every area of \u200b\u200bsociety, economic, social, cultural, educational and political, the lack of information and communication technologies (ICTs s) denotes a poor performance development and application of knowledge.

Suffice it to say that in education, ICT's allow both the teacher and the student a comprehensive education as a tool are the same, unparalleled in the entire school system.

But a key variable treated in this essay is the new role of the teacher, leaving the idea of \u200b\u200bteaching only as a facilitator, making the student responsible for their own construction of knowledge and ICT as the support to do so. This means that the facilitator will guide the student, not downloading their knowledge but their experiences if they are essential to convey.

believe that the management of TIC'sy the new role of teachers, are a step closer to the perfection of the teaching-learning processes, and that every school must adapt to them.

How Can I Make My North Face Fluffy Again

4. INTERNET SOCIAL NETWORKS AS SPACES FOR TEACHER TRAINING

Area, Manuel (2008). Communication and Education. Seven contributions theoretical concepts. Lulu Publishing, Inc.
Today
education and practice that this entails are being mediated by changes in the technology and the Internet are major contributors in the formation processes for both the teacher and the student.

The Internet as an educational tool that provides support as a strategy for teaching and learning processes is essential to use, once you check your benefits and contributions is common to want to make the most searching and adapting to different uses practice.

Among these uses are social networks, which turn out to be a resource very helpful to strengthen our practices of everyday life, provide a connection with people related to our customs, knowledge and tasks that seek to share and enhance their experiences and work, such is the case for teaching social networks.

This paper discusses the potential utility of this type of virtual networks for teacher education raised from collaboration and exchange of experience and professional knowledge. Taking this approach means radically changing the traditional vision of how training and professional development of teachers. Faced with designing training as a single action that each teacher assumes solo the self through social networks means committing to a model of teacher professionalism based on democratic and collaborative construction of knowledge.

The author handles a type of Internet social networks as learning communities for the purpose of appropriate teacher training is classified into thematic networks or micro-communities with a specific interest (such as Ning, Elgg, GROU.PS, Google Groups, ...). The reasons or arguments that justify the need to use virtual spaces for collaborative work between communities of practice, as is the case of teachers, are varied, but basically could be summarized Two:

a) The use of the resources provided by Internet (e-mail, forums, IM, virtual classrooms, file-sharing) can extend beyond the face or physical encounter communication between each of the subject beyond the limitations space and time.

That is, a network or virtual workspace makes it possible for any subject, in this case teachers, can meet and stay in touch and constant communication with other teachers regardless of where you are.

b) The other argument is linked to the concept of knowledge management is understood as "the set of activities to use, share, develop and manage the knowledge possessed by an organization and individuals in this work, so that these are geared towards the better attainment of its objectives ... This method of working allows people to learn, have discretion and reinforce their knowledge.

Therefore, the virtual spaces of social networks are also called learning communities that we understand as a kind of virtual community or social group characterized by Rubio as "groups of people (professionals, students, people with common interests ...) that interact through the network, on an ongoing basis to exchange information, ideas and experiences in order to ensure the personal and professional development of members that compose it. "

To explain more clearly the role that the teaching of social networks on the Internet, presents a definition of it and two major types of networks or virtual communities teachers.

a network, group or group of teachers can be defined as a professional community for self-created and shared learning are characterized by voluntary efforts of teachers, democratic in origin and operation, with a strong commitment to innovation, change and educational improvement, with clear goals and a shared purpose (Marcelo, 2001; 2002).

These sites have been created to facilitate exchange materials, to broadcast news, for discussion or educational discussions, experiences or to join collaborative projects between schools, two such networks are: Social-Networking
teachers
or corporate supervised by a public or private.
-self-managed social networks are created by teachers and managed by an individual, group or collective teacher without direct sponsorship or organic link with any institution or group of companies.

Both types of networks, both supervised and self-managed,
we regard them as necessary and spaces complementary and self-training collaboration among teachers.

way of thinking also have the potential and limitations of these spaces, the first is that the fact that the organization of a network or virtual space does not necessarily mean there is a greater intensity and improved communication among teachers. This will depend fundamentally on the degree of involvement, participation and method of use of such spaces by belonging to a network.

Potential of Internet networks
teachers What does the creation and participation in a virtual community of teachers?. The main potential the existence of a network of teachers on the Internet are:
-Allows you to "go public" or collective group of teachers in cyberspace.
-Allows communication among network members may be made in
any time and from anywhere.
-Allows sharing and exchange of materials and resources developed individually.
-Allows you to generate documents and / or materials by a process of collaborative work in a period of time.
-teaching allows each person can rebuild their experience and communicate it to others through blogs and online newspapers (in the case of newspapers or educational blogs are called "edublogs").
-Allows the creation of boards / news channels of joint interest for the group.

Limitations and weaknesses of virtual educational networks
Why social networks fail on the. Some of these causes are:
"That the members are not continuously connected to the network so that virtual space is empty.
"That has very active members in the network, and other liabilities.
virtual network "That is not conducive to" learning experiences "
satisfactory to the members of the same.

is an interesting activity that every teacher should experience, has much to gain and nothing really to lose, consider it an way to strengthen the development and performance of any task, provided that the network contains end of exchanges of experiences and valuable knowledge.

I agree with the author to suggest to teachers that foster such networks among students, because they can be obtained very good results, and better than today's youth, who are experts interact with each other through the Internet, are more productive use of this tool.

online social networks are another option to leverage our knowledge and experience to the fullest, which visit and / or belong to one of them does not hurt to add it to daily life, is increasingly seen more influenced by the power of the Internet.

What Can I Take For Nose Herpes

3. MARGARITA PROJECT: A VIRTUAL COMMUNITY OF TEACHER-TRAINING CO

Patricia M. Sarlo, Inés Rodríguez Sáenz and Susan De Angelis (2008). Communication and Education. Seven conceptual theoretical contributions. Lulu Publishing, Inc.

Virtual communities are an effective means for interaction and relationship of any group of people with common interests without the need for physical space, you need Internet primarily as a means to make this possible. However

virtual space that promotes the collective construction of knowledge from the work shared by a group of teachers and researchers generate a great contribution to the group and for all, since we are talking about addressing teacher development, including projects that benefit schools and the case presented in this article.

Margarita Project is a virtual community of educators of children 3 to 5 years of age from school children from different Latin American cities.

The project requires the availability and interest of a teacher to form a virtual community. Their participation in the development starts small stories about various issues that are arising about daily life in your living room, and then moves to the analysis of data from a series of coordinated steps by project management. Currently

Thirty-six teachers from ten countries. Margarita community is from an investigation of "participatory vocation," made from "stories" written by participating teachers and that is performed in the virtual, ie, requiring resources that new technologies information and communication provide for education and research online. Take

public as part of the web, thus becoming a meeting point for exchange and joint reflection on ways to teach those small. Thus constitutes an original and renewed training framework in which new technologies of communication and information, subordinate to a clear pedagogical intention and research, contribute only to enrich the professional knowledge of child education teacher the Latin American context. Move

thinking about how virtual environments become valuable as new social spaces in which teachers can be formed, and the characteristics of the "learning" they acquire in this space. Standing in a broad perspective of teacher training, the project offers an informal space that redefines the socialization process in the role that teachers buy in the institutions of which they form part.

I find it very interesting to know a project to fund such interest, no doubt it is good use of the Internet as a resource for education. This can serve as a motivator to encourage new areas for development and relationship of the individual, in particular for students and teachers along this line is education.

Using these strategies, but is constant I think it must be taken into account by all, not a new idea of \u200b\u200bthe existence of these communities, but is not limited to computer experts today, it is easier to create and form part of one of them, knowing the time these contributions, as what we hope, find the way to experience it.

My Mastiff Elbows Smell

2. INTERNET AS A STRATEGIC COMMUNICATION TEACHER TRAINING IN

Albarello Francisco, Ruben and Teresa Canello Tsuji (2008). Communication and Education. Seven conceptual theoretical contributions. Lulu Publishing, Inc.
education and therefore the teaching-learning processes are tailored to the cultural, social and economic conditions of each society, but just as each company seeks the best strategies to optimize their development in this area . By this I mean that technology becomes a tool inherent to society, but society not looking for it, if it requires presence, as one of the features that are essential for survival today.

Therefore the Internet as a product of technology, has become a favor to society by bringing together the great benefits this medium. But to focus a little more on the objective of this article, the Internet connected to the teaching-learning process, I think make a great team because no other remedy could achieve this level of multifunctionality.

mediation is talk of a teaching on the Internet, which has been achieved by using the environment as an educational resource and a half of education.

Internet offers many possibilities for post-even interest free educational content. But we must not lose sight of what to publish, and not focus only on content pages fill of little value or relevance. Teaching deconstruct the conditions of production of the device and analyze their effects and found desubjectivation better chance of resistance and transformation.

But entering fully transfers made to the academic, reference is taken chairs of the Faculty of Social Sciences through projects such as the Journalism School; y.Cateblog (academic posts).

This aims primarily among others, to collaborate in reducing the digital divide by articulating joint incorporation of the Internet for teacher training and implementation of multimedia digital productions as a way to integrate knowledge and skills.

The project institutional and transdisciplinary, Journalism Schools Online intends to use the network for schools to produce digital newspaper publications to the work of teachers and students, and is organized into two areas, proposed training and the publication of a school newspaper. This is possible thanks to the production of software involving teachers and students as journalists, to give publicize the activities of the school, their experiences, views and everything you believe relevant to a global audience.

such software is used, as a result of the transfer of research to integrate the knowledge acquired and integrated into a production group of its own.

On the other hand are edublogs education or weblog, is a social creation than a technical, from the perspective of Berners-Lee, we can understand the Web and blogs as an ideal vehicle for the social construction of knowledge, and therefore , for education. Let's refer to educational web logs, or edublogs "could understand the edublogs as those blogs whose main objective is to support a teaching-learning process in an educational context. "

The project is called" Cateblog "and is to provide all the chairs of the faculty the opportunity to publish a weblog to support the issuance of different subjects. It works on a publishing platform created by the research team, and has been applied with varying results, in some cases to allow fully virtual dictation of some of the chairs and allowing greater interaction with students who publish their productions (postings) and comments on the topics addressed.

transfer products developed in this , by both the School of Journalism on the Internet like Cateblogs or academic blogs can be considered examples of knowledge integration in key production framework in which teacher education becomes key in terms of digital literacy.

These are just two examples of transfers to the educational environment, but multiply constantly assess their contributions to this field.

Although we are a current generation of recipients that we have the opportunity to exploit the technology, the Internet primarily there to take advantage as I mentioned in previous lines for their ability to carry out various functions, taking the role not only consumption but also producers. And

academic affairs today is not sufficient to scan tasks, research information online, create products with software, no need to disclose all our productions outside the classroom, sharing with the rest of the world leaving a record on the Web And what better starting with institutional projects such as those mentioned in this article, or by considering the offerings of the Internet that are fairly and waiting to be used further.

The shift from information society to knowledge society lies right in the linkage between media, education and society. These are words that we must reflect, I believe that linking these three variables is leading the development of society and even create remote society of knowledge information, but can immediately alienate closer for that constant development.

Would You Use Efudix?

1. DIGITAL COMMUNICATION: NEW ENVIRONMENT INTERACTION IN UNIVERSITY EDUCATION

Silvana Comba and Edgardo Toledo (2008). Communication and Education. Seven conceptual theoretical contributions. Lulu Publishing, Inc.

are lessons learned from recent training in virtual learning environments, a result of significant effort to fully support that ICT's offer.

The authors dedicate this paper to seek communication processes interaction in new environments with emphasis on certain characteristics which can not do without these spaces.

is possible and necessary to design different communication situations as the communication needs of the task, depending on the purpose and value that participants attach to trade as well as the characteristics and potential of communication tools.

The so-called revolution of digital information and communication technologies (ICTs) occupies a prominent place and stands out as crucially, the key role being played in our societies the duo knowledge / technologies digital. What characterizes the current technological revolution is not the centrality of knowledge and information, but the application of that knowledge and information to knowledge generation apparatus and information processing / communication, in a cumulative feedback loop between innovation and their uses (Castells, 1996, p.58). This lets us know the line that are the ICTs in education and it is important to emphasize the application of knowledge and information to continue revolutionizing our abilities with technology.

is true that today ICT users are turning not only use provided that its designers intend, and really have been a great benefit in the educational field, but the networks are being reconfigured in which we participate, finding new uses and applications, this is thanks to the concern to maximize the learning process.

Then consider relevant return the most relevant aspects of these new interaction environments in training, since they allow greater insight into the possibilities and requirements of such spaces. Modes


know
known modes refer to the layout of operations through which subjects activate their cultural skills and build sense. Ways of knowing are made visible through the use of digital tools and social practices always involved the cognitive dimension.

One of the transformations that have occurred in recent times is that people went from being read-consumer content producers, users are now beginning to investigate and penetrate through participatory experience of creation. And they do forming virtual communities that promote collaborative learning. New

communicative situations

Importantly, the quality of the communication process between teachers and students with materials available in virtual environments that will be determining what new educational methods and no physical separation between teachers and pupils themselves, as is traditionally thought of distance learning systems.

is possible and necessary to design different communication situations as the communication needs of the task, depending on the purpose and value that participants attach to trade as well as the characteristics and potential of communication tools.

The context of communication processes

According Adolfina Pérez García (2005) to achieve productive communication processes in virtual environments is essential to consider a number of aspects that form the context of communication. Among them include:

technical and communication skills,
The perception of the environment,
communication needs, and
The availability of technology.

neglect and lack of commitment

A theme that appears frequently in the work on e-learning, taking as reference space the authors, is related to how to overcome abandonment and lack of engagement in virtual training.

What happens in many proposals for e-learning is that students are exposed to too many content regardless the hypertext structure of information in the network allows different levels of depth, depending on the interest and time available and the learning objectives.

is important that, at different times of their training in virtual environments, the student feels that he has control of their learning process.

virtual learning experiences are more dropouts than Lived Experience. However, a crucial factor in maintaining motivation, in which all the experts consulted agree, is to offer good content that are posing challenges and sustain student interest.

Importance
evaluation
What we noted in the previous section on the abandonment of courses and lack of motivation is closely linked to the evaluation, another key aspect on which it is necessary to deepen the virtual education proposals.

One of the key elements when evaluating educational processes mediated by technology is about and self-evaluative mechanisms.

all experiences analyzed in the final evaluations are face due to a requirement of the Ministry of Education.

And if virtual education promotes greater autonomy and control over their own learning students will necessary to achieve that autonomy in the evaluation.

Within the process of evaluating the activities met the self special importance of the work performed by the students themselves who, by using various digital technologies that facilitate collaborative projects, not only judge your work but also that of their peers mechanisms by comparison, reading and comprehension. ___


Since its inception the Information Technology and communication have become an ally in humans, its effects are manifested at all times of social life, but it is in the field of education where you have to pay more interest, is what determines the formation, the basis for personal growth and social development.

Expand the possibilities of the processes for teaching and learning allows more efficient production of knowledge, and this is achieved by blurring the lines that a classroom can draw, we are now talking about the search for new areas and weather conditions and not only physical, but the opportunities that technology provides virtual scenarios that help to enhance learning. Giving a higher

out these new digital environments, are increasingly being used more these and new areas, and this is thanks to circumstances presented in the demanding and changing society, the needs that may arise in university education, vocational and occupational.

In my experience using this type of space benefits are numerous, it is a great support for both the teacher and the student because this process makes it easier to remove the barriers of time and space, and also allows for collaborative knowledge creation leaving evidence available to anyone.

How Long Does It Take To Std Results Back

3.5 Other sources of substantiation. 3.4.4

CHAPTER 3. SOURCES OF EDUCATIONAL TECHNOLOGY SUPPORTING
Cabero Julio (2001). Educational Technology. Design and use of media in teaching. Iberian Paidós editions.

This subchapter clarifies that not only the traditional sources of justification mentioned throughout chapter three are the only ones that have influence on educational technology.

general technology, educational technology studies, science, technology and society dad-, to note that technologies are not independent of social, scientific, economic and political environment in which they occur, what leads to reject the neutrality of any technology and its dissociation with action plans and human interests. This means that the contexts and settings where they arise and develop the technologies are of great importance, both for their understanding as to the explanation of its operation, so that the contexts and environments join the technological scheme of action are of utmost importance to explain its functioning.

What has also introduced new components in educational technology is the understanding of technology tools, not only as transmitters of information but also as cultural elements configuradotes transmission of values \u200b\u200band a specific reality.

And as you make more contributions will probably currently being developed to continue the transformation and improvement of this field of study that now becomes a core element of teacher and student.

What Kind Of Hair Does Lauren London Use ?

contributions from information technology.

CHAPTER 3. SOURCES OF EDUCATIONAL TECHNOLOGY SUPPORTING
Cabero Julio (2001). Educational Technology. Design and use of media in teaching. Iberian Paidós editions.

3.4

traditional bases of the foundations of educational technology.

is important and booming at present the place of information technology, have been traditionally one of the support arms and realization of educational technology.

In all aspects of science but mainly marked by its appearance in industrial and commercial, have been spread in education a tool for direct use in schools. A

and instrumental technology gap between society and school, is leading to say that our schools are stuck in the past and that students tend to acquire the skills to dominate their culture and social instruments of communication outside spatial barriers in schools.

cited media have become from the beginning the basic tools available in schools face, and to appear in the allocations received from the Administration, for direct purchases from the centers.

There is a strong influence of media in educational technology, leading to positions too easily perform instrumental, driven by the power and importance of technological power and the aesthetics of symbolic systems. Hence, many analysis, rather than focusing on their design and educational use, have addressed the technical construction, forgetting that this would be the subject of technology information and not educational technology, from which must be perceived as learning tools and mediators.

information technologies are currently undergoing many changes, I refer mainly to the New Technologies of Information and Communication, a phenomenon that is taking part in all places providing quality, comfort and continued success. I agree with the author to present these contributions as they have if somehow influenced the implementation and improvement of educational technology.

What Language Was D2nt Writen In

Board index

Weather Forecast

coxswain sailing and motor yacht

Laser Sailboats

Advanced ° J Vela 24 "

pattern sailing and motor yacht

Place

Conventions registration process

Registration Form

Instructors

Other chinonautico - Chinese nautico - Luis Hernandez - Chinese luis hernandez - prognosis River Plate - sailing school.