RESUMENActualmente, las nuevas Tecnologías de la Información y Comunicación (TIC) se consideran un recurso clave para la enseñanza, de tal manera que este concepto está evolucionando y tenemos un nuevo término: TAC (Tecnologías del Aprendizaje y la Comunicación). Esta comunicación analiza algunos de los recursos que pueden ser utilizados e integrados en aulas de Educación Infantil, en concreto los cuentos interactivos, ya que según la normativa actualdebemos introducirlas durante esta etapa. Con el fin de integrar los recursos tecnológicos en el ámbito escolar, se debe formar al profesorado para que adquiera competencias tecnológicas, innove y experimente en el aula junto a su alumnado.Palabras claves: TIC, recursos tecnológicos, Ed.Infantil, cuento interactivo. ABSTRACTNew technological resources to work in a classroom of Pre -school Education: the interactive story is considered a learning resource.Currently, the new Information and Communication Technologies(ICT) are considered a key resource for education. This concept is progressing and we have a new term: LCT (Learning and Communication Technologies). This communication analyzes some resources which can be used and integrated in classrooms of pre -school education, in particular the interactive story, because according to the current regulations, we must introduce it during this period. With the purpose of integrating technological resources in the school area, we must educate teachers to get technological competences, innovate and experiment in classrooms together with their student body.
Abstract.THE RELEVANCE OF EDUCATIONAL AND TRAINING PROGRAMS AS ELEMENTS THAT FAVOR THE PROCESS OF SOCIAL AND LABOR REINTEGRATION OF JUVENILE OFFENDERS.In a clear attempt to organize, manage and facilitate the process of social and labor reintegration of juvenile offenders, the societies of the moment tend to use a wide range of programs and strategies with which they try to prevent the emergence of Criminal and illicit behaviors or, in the event that they are developed, intervene to redirect them to other types of social and labor behavior that end up being widely accepted and valued by the main social and labor networks. Among these programs and strategies of prevention and intervention that have been developed and implemented, in recent years the scientific community begins to accept and recognize the enormous benefits derived from working with these smaller programs of an educational and formative nature, the most significant being the acquisition (Empathy, solidarity, tolerance, cooperation, sacrifice, self-esteem, self-control, etc.) that end up facilitating their full and effective integration into social, community and labor structures. In order to carry out good research in this field, therefore, it is essential to determine all those variables and factors that are present in this type of educational and training programs. Therefore, the present study analyzes the main works developed on the subject of study, with the intention of analyzing and describing the different factors and variables that are present in the educational and training programs, as well as the most outstanding benefits and Parabienes that can report to juvenile offenders who end up becoming habitual users of them. In this way, it is possible to delimit the point from which the successive empirical investigations and programs that try to manage the process of social reintegration and labor of the juvenile offenders will have to start.Key words: Minor offenders, educational and training programs, social and labor reinsertion, socio-community and labor environment, education, revision.Resumen.Las sociedades del momento suelen recurrir, en un claro intento de organizar, gestionar y facilitar el desarrollo del proceso de reinserción social y laboral de los menores infractores, al empleo de un amplio elenco de programas y estrategias con las que intentan prevenir la aparición de las conductas delictivas e ilícitas o, en el caso de que éstas se acaben desarrollando, intervenir para reconducirlas hacia otro tipo de conductas sociales y laborales que acaben siendo ampliamente aceptadas y valoradas por los principales entramados sociales y laborales. Entre estos programas y estrategias de prevención e intervención que se vienen desarrollando e implementando, en los últimos años la comunidad científica comienza a aceptar y a reconocer los enormes beneficios derivados de trabajar con estos menores programas de naturaleza educativa y formativa, siendo los más significativos la adquisición de un amplio abanico de valores y actitudes personales, sociales y laborales (empatía, solidaridad, tolerancia, cooperación, sacrificio, autoestima, autocontrol, etc.) que acaban facilitando su plena y efectiva integración en las estructuras sociales, comunitarias y laborales. Para realizar buenas investigaciones dentro de este ámbito, por tanto, resulta imprescindible determinar todas aquellas variables y factores que se encuentran presentes en este tipo de programas educativos y formativos. Por lo tanto, en el presente estudio se analizan los principales trabajos desarrollados sobre la temática objeto de estudio, con la intención de analizar y describir los distintos factores y variables que están presentes en los programas educativos y formativos, así como los más destacados beneficios y parabienes que pueden reportar a los menores infractores que se acaben convirtiendo en usuarios habituales de los mismos. De esta manera, es posible delimitar el punto desde el que habrán de partir las sucesivas investigaciones empíricas y programas que traten de gestionar el proceso de reinserción social y laboral de los menores infractores.Palabras clave: Menores infractores, programas educativos y formativos, reinserción social y laboral, entorno socio-comunitario y laboral, educación, revisión.
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