the use of the internet in education unesco iite
TRANSCRIPT
Aims and outcomes Time required
Target audience
ResourcesBrief description of running activity
structure and techniques
Special requirements for classroom organizationAspects of coordination and supportIdentification of roles and responsabilities
Evaluation-Self evaluation
This course covers a fashioned topic. It tries to show a way to use efficiently Internet in education.It is directed to the teachers offering them an opportunity to favor their permanent training process, and it tries to help them and to guide them on the possibilities of Internet in their educational task.
The course is carried out via Internet, on line in a Web. Therefore, it is necessary to have an Internet connection and to have some elementary knowledge on how to use Internet. Anyway, the course guarantees the navigation just by simply following the instructions that are provided.
To introduce the educational personnel in the use of the
Internet in education, by helping them to know its didactic
possibilities in the educational context and by showing them
practical applications carried out in Internet.
To help the educational personnel be located critically in Internet
looking for new solutions, discovering elements for their
permanent training and using it to develop educational projects.
To teach to learn via Internet by regarding it as an instrument for
the personal development and revealing its sense and its aim for
the human activity.
The course presents some didactic units that can be implemented in about fifty hours. The units cover topics about Internet.
In the introduction, the topic is approached in its global and theoretical aspect, then, it covers practical questions on the use of the Internet in education.
There are three training areas:
The adaptationof the educationalpersonnel to the
didacticmethodology and the
evaluation of theireffectiveness;
The awareness of thepossibilities
of Internet to improve the
educational task;
The advantages ofInternet when creating
new learning environments.
Regarding each one of these three areas, some orientations and concrete experiences are shown by the UNESCO Training Center of San Sebastián.
A resolved commitment will discover new procedures and resources to make the teaching be more effective and to invigorate the educational vocation.
ASPECTS OF COORDINATION
AND SUPPORTThe curriculum is a group of activities,
methods, experiences and contents that can
help people to use Internet efficiently.
That is to say, obtaining, selecting and
visualizing information, as well as using
it critically and valuing the effectiveness
of its use in the teaching and the learning
tasks. This can be achieved by developing
an information suitable for Internet.
IDENTIFICATION OF ROLES AND
RESPONSABILITIES
The training via the Net foments
the personal autonomy, the self-learning
and the self-training capacity, as well as
the self-regulation capacity and the
self-evaluation of the learning processes.
Also, the educational personnel will find
Internet an instrument for obtaining resources.
The running activity structure: Tries to:
To develop the communication function of
Internet by presenting diverse applications, such
as, for example, the electronic mail,
cooperative projects, debates and forums, Web;
To highlight the informative function of Internet by presenting
their possibilities to obtain documents and
didactic resources through texts and
multimedia, articles, videotapes, services, people, companies,
institutions;
To favor the didactic function of Internet by
showing its capability for the realization of
tutorships, for the on-line access to didactic materials, to visit tele-libraries, to enter in
virtual campus.
I Block: : Internet: a new
paradigm
The cultural change in the digital era.
E-mail. Tutelages.
Internet: to be educated and to be trained.
Distribution list.
Electronic magazine.
SUBJECTS
I Block: Internet a new paradigm
Internet: a educational learning way..
Chat.Chat. Virtual Virtual
Secretaryship.Secretaryship.
Examining the pedagogic effectiveness of Internet..
Web.Web.
SUBJECTS
II Block: II Block: The UNESCO and the
new technologies
The Delors Report
Virtual Virtual campuscampus.. Virtual city.Virtual city.
SUBJECTS
– KnowledgeKnowledge
– UnderstandinUnderstandingg
– Learning Learning
– AwarenessAwareness
ApproachesApproaches
ApplicationsApplications
DiscoveryDiscovery
RealizationRealization
IdentificationIdentification
ParticipationParticipation
– Personal workPersonal work– Analysis Analysis
– Diagnosis Diagnosis – Prospective Prospective – Definitions Definitions
– Review Review – ReminderReminder
Evaluation – Self-evaluationEvaluation – Self-evaluation
–Services and systems Services and systems of Internet. of Internet.
–Instruments for the use Instruments for the use of Internet.of Internet.
– To contrastTo contrast
– To relateTo relate
– To identifyTo identify
– To compareTo compare
– To createTo create
– To jointTo joint
– To pick upTo pick up
SPECIAL REQUIREMENTS FOR
CLASSROOM ORGANIZATION
The course on the use of the Internet in education moves along the space – time coordinates of Internet. And these coordinates conditionthe educational practice. Hence, the time dedicatedto each didactic unit depends on the own useraccording to his/her self-training and self-learningnecessities. Anyway, the following chart can beused as an orientation when performing the task.
EVALUATION– SELF-EVALUATION
The Evaluation – Self-evaluation is an inseparable and an important part of the
teaching and learning process, amending it, modifying it or confirming it.
The Evaluation – Self-evaluation must be a systematic and permanent activity and it must be integrated inside the educational process, so
that:
EVALUATION– SELF-EVALUATION
To improve this process To help To guide To criticize the plans To revise the programs To re-think methods and resources.
EVALUATION– SELF-EVALUATION
In the course on the use of the Internet in education, the evaluation is qualitative, not quantitative, and it tries:
To value the student's yield, determining if he/she has achieved the objectives and in what degree.
To diagnose learning difficulties.
To guide the learning for an easier and more efficient way.
To improve the plans and the work techniques by means of a continuous revision and critic, based on the evaluation of the results.
EVALUATION– SELF-EVALUATION
The areas of the evaluation process are: The knowledge in the information levels, understanding, application, analysis and synthesis capacity and valuation. The aptitude and attitude.
EVALUATION– SELF-EVALUATION
The evaluation instruments in the cognitive level are:
Free tests that outline problems whose solution should be found in Internet.
Objective tests on memory, fulfillment, coupling, ordination, analogy, interpretation, etc.
Practical performance tests in which it is necessary to carry out a certain activity.