A Framework for Defining and Evaluating Technology Integration in the Instruction of Real-World Skills

Recognizing the importance of information technologies in teaching and learning contexts, the Municipality of Fafe, in line with the Ministry of Education, assumes much of the responsibility in educational policy. This paper presents a pilot project in the field of innovative learning environments resulting from a long and mature process within the Intermunicipal Education Council of CIM Ave, aligned with the Inclusive Growth Plan of Ave, which was at the basis of the Innovative Integrated Plan to Combat School Failure (PIICIE Ave). Its main objective is to improve the quality of learning through experimental and innovative approaches at the level of educational practices. To develop this study, a case study methodology of exploratory nature was used following a qualitative approach, in which a contemporary case is explored through data collection using different sources of information, such as observation, interviews, and reports. The adoption of six technologically equipped "classrooms of the future" enabled student-centered learning, increasing student motivation and multidisciplinary achievement.

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“…Technology cannot be seen as academic entertainment. They have to be analyzed in order to enhance, extend, and enrich learning [11].…”

Section: The New Technologies In the Teaching-learning Processmentioning

confidence: 99%

Digital Transformation in the Teaching and Learning Process: Case Study of a School of the Future

Martins

Pinto

Costa

et al. 2021

Perspectives and Trends in Education and Technology

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“…The five integration levels range from entry to transformative. Connecting pedagogy with technology, co-teachers can use TIM to make progressive changes in their technology integration to enhance learning (Harmes et al, 2016). Supplementary to the 25-celled matrix, reflection, observation, and lesson planning tools are provided to support the effective use of the Technology Integration Matrix.…”

Section: Getting Started With One Teach-one Techmentioning

confidence: 99%

One Teach-One Tech: An Emerging Co-Teaching Strategy

Drelick

Damiani

Elder

2023

J Spec Educ Technol

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Co-teaching allows educators to take on specific roles and responsibilities in the classroom leading to more effective instruction. With increased expectations to embrace technologies provided during virtual and hybrid instruction, co-teachers are taking on more technology-based responsibilities in face-to-face instruction. In this article, the authors pose a new co-teaching strategy, “One Teach-One Tech,” which intentionally delegates technology tasks during co-planning, instruction, and assessment. This strategy can be used with existing co-teaching models to support the effective implementation and innovative use of technology to support students in inclusive, co-taught classrooms. After defining this proposed strategy, the authors present and explore strategies for implementation, benefits, and challenges of this co-teaching strategy.

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“…La integración de tecnología se refiere el uso de herramientas digitales para ampliar, extender y enriquecer el aprendizaje (Harmes, Welsh y Winkelman, 2016). Diversos estudios han señalado que este enfoque trae aparejado grandes beneficios para el estudiantado.…”

Section: Integración De Tecnología En El Currículounclassified

Creencias y prácticas de docentes universitarios respecto a la integración de tecnología digital para el desarrollo de competencias genéricas

Vera

García-Martínez

2022

Rev. Colomb. Educ.

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Este artículo de investigación pretende indagar en las creencias y prácticas del profesorado en torno a la integración de tecnología digital para el desarrollo de competencias genéricas en estudiantes de grado universitario, en el contexto de un proyecto de innovación curricular, bajo el modelo de aula inversa, en una universidad privada chilena. Para ello se optó por un enfoque cualitativo y etnografía virtual, analizándose la narrativa de 45 docentes en los foros registrados en un entorno virtual. Los resultados muestran que la mayoría de docentes utiliza presentaciones PowerPoint y el correo electrónico, como recursos tecnológicos en su praxis (84,44 % y 77,77 %, respectivamente). En cuanto al estilo de enseñanza, sigue predominando la clase expositiva. De esta investigación, se concluye que existe una relación directa entre las creencias docentes y la integración de tecnología digital en el currículo educativo.

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A Framework for Defining and Evaluating Technology Integration in the Instruction of Real-World Skills

Cited by 22 publications

References 17 publications

Digital Transformation in the Teaching and Learning Process: Case Study of a School of the Future

Digital Transformation in the Teaching and Learning Process: Case Study of a School of the Future

One Teach-One Tech: An Emerging Co-Teaching Strategy

Creencias y prácticas de docentes universitarios respecto a la integración de tecnología digital para el desarrollo de competencias genéricas

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