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.
Tuesday, November 25, 2008
Stinging Pains In Belly When Pregnant
TEACHING ROLE
Anita E. TEACHING ROLE Woolfolk. "Teachers, teaching and educational psychology." Educational Psychology. Publisher: Prentice-Hall Hispano, SA Mexico.
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. 
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).
Databases consulted:
On November 17, 2008. Retrieved
: HUMAN COMMUNICATION
See the new millennium. Library practice. Euromex Editorial, p. 136 (2001).
Tuesday, November 18, 2008
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 
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
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
Monday, November 17, 2008
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.
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.
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.
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.
Sunday, November 9, 2008
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.
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.
Tuesday, November 4, 2008
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.
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. 
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.
Monday, November 3, 2008
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.
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.
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