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THE INFLUENCE OF THE INVOLVEMENT OF A TEACHER IN A COMMUNITY OF PRACTICE IN THE USE OF ICT.pdf

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THE INFLUENCE OF THE INVOLVEMENT OF A TEACHER IN A COMMUNITY OF PRACTICE IN THE USE OF ICT Lourdes Manzanedo Sánchez Seminar on introduction to research on ICT and E-Learning Tutored by: Margarida Romero Velasco Master Degree in Education and ICT (E-learning) Universitat Oberta de Catalunya (UOC) June 1, 2013 Key Words: Education, community of practice, ICT Training, participation, use of IC.
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   THE INFLUENCE OF THE INVOLVEMENT OF A TEACHER IN A COMMUNITY OF PRACTICE IN THE USE OF ICT Lourdes Manzanedo Sánchez Seminar on introduction to research on ICT and E-Learning Tutored by: Margarida Romero Velasco Master Degree in Education and ICT (E-learning) Universitat Oberta de Catalunya (UOC) June 1, 2013 Key Words: Education, community of practice, ICT Training, participation, use of IC.    “The practice of a community is dynamic and involves learning on the part of everyone.” Wenger, E. (1998).  THE INFLUENCE OF THE INVOLVEMENT OF A TEACHER IN A COMMUNITY OF PRACTICE IN THE USE OF ICT Abstract Teachers have a central role in the development of new models of learning in schools. This  paper describes a study that explored the use and knowledge in the use of Information Technology and Communication (ICT) that teachers of natural sciences in the secondary school of Baix Llobregat, have in relation to the participation in Communities of Practice. The purpose of this study is mainly to check that the participation into a community of  practice used as a methodology, based on the experiences of the teachers themselves can change the reservations they have about the process of teaching and learning in the classroom. With the intention of obtaining information is to launch an investigation following a descriptive approach. The exploratory study will be provided information about participants in the form of descriptive data, correlational statistics and qualitative data. The results revelled that the use of ICT for teaching and learning purposes, represents a change in teaching practices before to their introduction and requires that teachers have a certain ability and knowledge to use them. This knowledge may have been acquired by the self-taught methods or by a participation in a wide range of educational contents, methods and organizational arrangements. Community of practice does not seem sufficient to characterize the educational use of ICT by teachers of science because it shows that there is no relevant factor related to the pedagogical use of ICT. Findings from this study may be interesting and necessary to know about the training states of secondary science teachers have regarding ICT and capture their opinions and evaluations, in order to find out what skills and training needs with respect to the present technological means and provides the framework for collective dimension which allows new approaches and experience to develop a community of practice.     For my father, who would have been very proud that I arrived at this destination.

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