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Appears in:
Pages: 476-481
Publication year: 2012
ISBN: 978-84-616-0763-1
ISSN: 2340-1095

Conference name: 5th International Conference of Education, Research and Innovation
Dates: 19-21 November, 2012
Location: Madrid, Spain

TRAINING FOR WORK WITH THE NETWORK OR REMAIN ENTANGLED: THAT IS THE QUESTION

H. Nervi

Universidad TecnolĂłgica de Chile (CHILE)
The research process-product type indicates, or assumes, a set of students’ conditions attached to the educational model in order to be productive members of the teaching work. But this model does not consider students and good teachers that the system demands. The role of the teacher is being the expert, pointing to the basic teaching, but not being the facilitator.
The efficiency is broadens as a concept. This is due to the necessity of expanding the teaching rol through the use of digital resources to support classroom processes. For this, platforms, such as Moodle, are adopted, in order to attend the needs for support in strengthening the autonomy and development of social skills training challenges. Thus, the teacher that addresses the class in a frontal way, and avoids the differential attention or group classroom work, is able to return to individual work. The defense of a notion of efficiency highlights the dispute based on directive instruction, structured in goals, in contrast to pedagogy, where the centered is learning.

In order to evolve from platform access to platform adoption, a teacher training plan is designed on the concept T-PACK. The intersection of the three sources of knowledge (discipline, pedagogical and technological) generates pedagogical content knowledge (Shulman, 1986) and acts as reference for the technological knowledge content. This enables the understanding of how technology powers or limits the representation, explanation or demonstration of concepts and methods of each discipline. The latest assumes the design of teaching for platform use. The strategy addresses the development of activities that integrate didactic knowledge of the matter as a condition for knowledge transformation into teachable content. In this regard, it breaks the model and justifies the training of specialist tutors. Thereby, we also consider the learning environment as a resource for independent learning. Also, the strategy considers the learning situation as an "environment" that enables recognizing one characteristic of pedagogy: the learning is placed but can be dislocated. Under this situation, the place and time are replaced with other tools activated by autonomy.
@InProceedings{NERVI2012TRA,
author = {Nervi, H.},
title = {TRAINING FOR WORK WITH THE NETWORK OR REMAIN ENTANGLED: THAT IS THE QUESTION},
series = {5th International Conference of Education, Research and Innovation},
booktitle = {ICERI2012 Proceedings},
isbn = {978-84-616-0763-1},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {19-21 November, 2012},
year = {2012},
pages = {476-481}}
TY - CONF
AU - H. Nervi
TI - TRAINING FOR WORK WITH THE NETWORK OR REMAIN ENTANGLED: THAT IS THE QUESTION
SN - 978-84-616-0763-1/2340-1095
PY - 2012
Y1 - 19-21 November, 2012
CI - Madrid, Spain
JO - 5th International Conference of Education, Research and Innovation
JA - ICERI2012 Proceedings
SP - 476
EP - 481
ER -
H. Nervi (2012) TRAINING FOR WORK WITH THE NETWORK OR REMAIN ENTANGLED: THAT IS THE QUESTION, ICERI2012 Proceedings, pp. 476-481.
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