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.
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