Being a teacher in the XXI century

07-03-2018 lemonrandomness
FONT SIZE :
fontsize_dec
fontsize_inc
I

The incorporation of new technologies as teaching aids is accompanied by teaching these knowledge much as themselves, as work tools.

I

However, Cabero, and colleagues mention that the introduction of any information technology and communication in the educational context is necessarily so that the teacher has favorable attitudes towards them, for adequate training for incorporation into their professional practice.

I

In the process of teacher training in ICT, teachers can assume positions:

I

1. Those awarded to new technologies magical power and believe that their use can only transform the process of teaching and learning, creating a blind relationship that allows them to develop critical mechanisms -Tecnofilia with the media - and thus create, some dependence on the machine.

I

2. Those who do not use the technology because they believe that they are guilty of almost all the problems affecting society. This type of teaching as a manifestation of resistance to change, often emphatically reject the use of new technologies - Technophobe -.

I

3. Also in the category are -Tecnofobia- teachers who find it difficult to use, and those who fear and sorrow to receive training because they are considered unable or embarrassed in front of their students and younger teachers who have developed those skills and skills to use.

I

4. Teachers who use the technologies and take the best of them; making a permanent criticism of its positive and negative aspects - Review -. Ie those who recognize the need to link education and assume a role of change managers in accordance with the requirements and expectations of the classroom and the institution itself.

I

Given this dynamic, the education system has a very important challenge. You should question himself, to rethink its principles and objectives, reinvent their teaching methods and organizational systems. You have to rethink the concept of the student - teacher relationship and the process of learning itself; curriculum content and critically review the mental models that have inspired the development of education systems. .

I

Therefore, the research suggests that there are two key areas to which we pay attention: firstly, conducting teacher training courses and on the other, the introduction of the figure of pedagogical or psychopedagogical adviser.

I

Teacher training

I

Regarding the first aspect, Quintana Tejeda and propose a structure around the following axes for which you must turn all Initial Teacher Training in New Technologies: 1. A scientific and cultural education within ICT. 2. A didactic, methodological and equity of ICT training. 3. A training on the implications of ICT in the teaching and general learning these technologies themselves. 4. Knowledge of the curriculum in all areas of education in which they will work as well as crosscutting issues and their relationship to ICT 5. competence in creating learning activities that incorporate the use of ICT . 6. A reflection on the uses of media in education and its relationship with the curriculum models and methodological approaches. 7. The development of attitudes of reflection on practice and on the activity as a teacher / a.

I

The role of the psychologist

I

With regard to the figure of psycho advisor, all studies show that this is a new figure that should put a dent in multimedia learning environments. However, since there are projects that have been introduced this professional in the field of lifelong learning. Then two of them are named, conducted at the University of Salamanca and Lleida respectively.