In this formative experiment, the authors focused on developing professional development for upper elementary school teachers and investigating how it was integrated into teachers’ instruction to improve their ability to make writing a more digital, participatory process. Theoretical perspectives pertaining to technology use in education specify that this instruction should emphasize students creating rather than consuming information from media sources and that this creation process should be social. However, recent research of preadolescents has shown that although these students are using technology more in schools, they are often using technology to consume rather than create information. Further, literacy teachers, in particular, have identified barriers to integrating technology effectively into their curriculum. Thus, there is a critical need for professional development that helps teachers more effectively integrate technology into their classrooms. The objective of this study was to develop a professional development model that helps teachers engage students in writing as both a digital process and a social process. The essential elements studied in this model include the following: (a) sustained professional development, including the gradual release of teacher inquiry; (b) writing as a social practice; and (c) the use of digital tools to engage students in writing. Using both qualitative and quantitative methods, the authors studied the implementation of this professional development model in a summer institute and in teacher classrooms.
La presente investigación es de tipo descriptiva, ya que se buscó tener una medición precisa y específica acerca de la muestra seleccionada de alumnos que cursan la Licenciatura en Contaduría y Administración del Centro Universitario UAEM Ecatepec. Tiene un corte cuantitativo porque está caracterizado por recopilar, procesar y examinar información; se recabaron datos por medio de un instrumento contextualizado a la Institución en la cual se aplicó, posteriormente los resultados fueron organizados.
El objetivo principal fue analizar la viabilidad de la aplicación de la UA de Administración de las PyMES para su impartición de forma semipresencial, utilizando las TIC´s como una herramienta para mejorar el proceso de enseñanza aprendizaje, e identificar si el alumno contaba con los recursos tecnológicos apropiados.
Energia -Fontes alternativas. 2. Energia eólica. 3. Energia solar. I. Abdala, Paulo Jayme Pereira. CDD 621.042 Elaborado por Maurício Amormino Júnior -CRB6/2422 O conteúdo dos artigos e seus dados em sua forma, correção e confiabilidade são de responsabilidade exclusiva dos autores. 2019 Permitido o download da obra e o compartilhamento desde que sejam atribuídos créditos aos autores, mas sem a possibilidade de alterá-la de nenhuma forma ou utilizá-la para fins comerciais. www.atenaeditora.com.br
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