GONZALO LORENZO LLEDÓ
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The course has like aim the training of the profesorado in the use of the new technologies inside the educational field. Along the seven subjects expose the diverse methodological tendencies that allow his use. The beginning centrá in the legislation on TIC and primary and the digital competition. Later it reasons the use of the TIC in the education and a model of implantation. On the same line it will work with the characteristics of the B-Learning, And-Learning and his implementation inside the educational world. To finalise will study a case of success of implatación of the TIC and the different types of profesorado that exist inside the classroom. Each one of the subjects will have a series of practices associated.
Gonzalo Lorenzo Lledó is Doctor by the University of Alicante in the year 2014. Industrial engineer by the University Miguel Hernández of Elche in the 2005. From the 2006 during 3 years was working of Upper Technician in the department of Physics, Engineering of Systems and Theory of the Signal. From 2009 until the actuality forms part of the Multimedia Unit in Network of the Service of Computing, working in the FragUA, first like scholar and afterwards like Upper Technician of the Vicerrectorado of Technologies of the Information. The field of work is centred in the application of the TIC inside the Educational field. In the educational field is Collaborator Honorífico of the Department of Didactic General and Didactic Specific from the course 2011-2012 and gives teaching in the degree of Teacher in Childish Education and Teacher in Primary Education. In both cases the asignatura Develop Curricular and Digital Classrooms. In the field researcher has published articles in magazines of recognised prestige like Computers & Education and Journal of Intelligent and Robotic Systems. It has been speaker in diverse national and international congresses, in addition to forming part of 11 projects of educational innovation for better of the university educational quality. Also it has been revisor of magazines of investigation of recognised prestige. His lines of investigation centre in the application of visual control and virtual reality for the alumnado with TEA.
The different aims of the course are:
Integrate the TIC in the classroom
Know web applications for his use in the classroom.
Know, comprise and analyse the conceptual frames bases of the matter.
Elaborate conceptual diagrams structured of the matter and integrate the concepts and theories in a coherent body and solid of knowledges.
Use and apply of the knowledges purchased in the resolution of situations and educational processes.
Analyse and incorporate of critical form the most notable questions of the current society that affect to the familiar and school education: social and educational impact of the audiovisual languages and of the screens.
Transmit of oral form and written of the knowledges and applications realised.
Show ethical and critical capacity in the realisation of the tasks and works of learning.
Participate of active form in the learning of the matter.
This course presents several subjects on the use of the TIC inside the educational field and his form of application. Each subject composes of a theoretical block and one practical. The practical part will be evaluated by means of a series of tasks that realises the student and that they have to be approved; between which stand out: the realisation of a blog where will go publishing the theoretical and practical part in diverse post whose value will be 50%, the exhibition by couples of a proportionate subject by the professor that will have a weight of 30%.
The theoretical part of conjoint form will evaluate in an examination type testo of diverse answers being one of them the correct, with a weight of 20%. The final note of the asignatura will be the sum of all the works realised by the student, not existing a limitation regarding the sum of the notes. The alumnado that did not assist to 80% of the theoretical classes will llevar a theoretical and practical examination with the content of all the asignatura.
Regarding the contents of the course, poses the initial index that to continuation presents :
Development curricular. Of the programming to the implementation curricular.
Methodological tendencies. Visions and perspectives on the learning and the education.
Processes of learning the classrooms of primary.
Articulation curricular of the TIC in the teaching and the learning: digital Classrooms in centres of primary.
The digital society and his educational implications. Problematic and possibilities in the utilisation of the virtual context for the learning.
Educational software for primary: Analysis, selection and evaluation.
The educational investigation in the classroom of primary and the educational professional development along the life.
From this content created the following theoretical subjects and practical.
Subject 1.TIC and Primary Education
Subject 2. Integration of the TIC in the curriculum
Subject 3. Methodological tendencies and TIC
Subject 4.Virtual teaching: And-Learning
Subject 5.Virtual teaching: B-Learning
Subject 6. The process of integration and pedagogical use of the TIC in educational centres. Study of cases.
Subject 7.Profesorado And technological field.
Practice 1: Blogger.
Practice 2: Google Drive.
Practice 3: Mister Wong.
Practice 4. Multimedia tale.
|Subject 1: TIC and Primary Education.||. http://hdl.handle.net/10045/24802||In the first subject does reference to all the existent legislation in the thematic of the Primary Education and TIC. To finalise explains the concept of digital competition, the diverse components and some practical examples.|
|Subject 2: Integration of the TIC in the curriculo.||http://hdl.handle.net/10045/24803||The second subject begins with a study on the reasons that promote to the use of the TIC in the education. Later they explain the diverse standards for the measurement of the digital competition in the profesorado and the alumnado. It poses like ultimo point a model of integration of the TIC.|
|Subject 3: methodological Tendencies and TIC||http://hdl.handle.net/10045/39880||In the third subject takes place a study of the evolution of the diverse models of learning. From these models poses the model of utilisation of the TIC of Papert with his advantages and inconvenient.|
|Subject 4: virtual Teaching: And-learning||http://hdl.handle.net/10045/39881|
|Subject 5. Virtual teaching: B-Learning||http://hdl.handle.net/10045/39882||In the fifth subject the student will learn that it is the B-Learning , his characteristics and his models of application. In the last part the student will observe a comparative between B-Learning and face-to-face education.|
|Subject 6: The process of integration and pedagogical use of the TIC in educational centres. Study of cases||http://hdl.handle.net/10045/39883||In the sixth subject the student will study a model of application of the real TIC, the project Medusa llevar in the Canary Islands. It exposes the methodology used, the diverse means that used and finally the results obtained of his application.|
|Subject 7: Profesorado and technological field||http://hdl.handle.net/10045/39884||The seventh subject does reference to the diverse models of profesorado that exist in the application of the TIC inside the classroom. It realises a special emphasis in the advantages and inconvenient that has each model.|
|Practice 1: Blogger||http://hdl.handle.net/10045/39885||In this first practice the student familiarises with the surroundings of work of the platform Blogger. It asks him that it believes a blog where will include a series of elements (lists of links, photos….) That indicate previously This element will be important part of the course. The student created a series of entrances for the part of theory and others for him explanation of the practices. Both types of entrances will be evaluated of independent form.|
|Practice 2: Google Drive||http://hdl.handle.net/10045/39886||This second practice has like aim that the student learn the utilisation of the package ofimático in network called Google Drive. Later it will ask him that it describe a post in the blog where deepen on the application of this tool inside the educational world and each one of the options that presents. This instrument will use it the student for the realisation and presentation of the work in class and his back creation in electronic format.|
|Practice 3: social Markers: Mister Wong||http://hdl.handle.net/10045/39887||In the third practice the student will realise a taking of contact with one of the social searchers more important Mister Wong. Along the work the student will learn like saving links and as can find extra information to complete his works.|
|Practice 4: multimedia Tale||http://hdl.handle.net/10045/39888||The last of the practices has like aim that the student was able of the creation of an interactive tale. Of this form could be used in instruments like the digital blackboard. For this will go studying each one of the options that presents the tool power point and creating an alternative end to the tale designed.|
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