El profesorado de ciencias y matemáticas y la comunicación a través de las tic

Abstract

Resumen:La integración de las tic en la educación avanza positivamente superando las barreras de la falta e inadecuada formación de los profesores de matemáticas y ciencias y la escasez de recursos en los centros. Los avances de la tecnología y su adecuada aplicación a la educación permiten una personalización del aprendizaje, un incremento de la motivación en los estudiantes y un enriquecimiento de las prácticas didácticas.Palabras clave: Tic; recursos metodológicos; enseñanza con móviles.The math and science teacher and the communication with the itc. Abstract:The integration the ict in education progress successfully exceeding the barriers of the lack and unsuitable training of math and science teachers and the lack of means in schools. The advance of technology and the proper application of this technology to the education allow a personalized teaching and an improvement of the motivation in the students and enrichment of the didactic practice. Sumario: 1. Introducción 2. Actualidad tecnológica 3. Programas de instituciones educativas para la integración de la tecnología en educación 4. La tecnología y la formación del estudiante 5. Herramientas tecnológicas en el aula 5.1. Los ordenadores en el aula 5.2. Los dispositivos móviles en el aula 5.3. Las pizarras digitales 6. Conclusiones IntroducciónEn la actualidad el mundo de la tecnología está entrando a formar parte del mundo educativo generado diversas situaciones problemáticas a las que hay que dar respuesta.

Digital Teaching Competence in Teacher Training as an Element to Attain SDG 4 of the 2030 Agenda

“…The methodological change in teaching should constitute another line of training, with the objective that the new methodologies contribute to giving students a more active and relevant role in their learning process, and that the use of technology serves as an element to facilitate said objective [13]. A methodological change requires time for training and convincing the educational community.…”

“…On one hand, it can be implemented as a professional competence geared at transmitting and developing teaching proposals adapted to different content and to the school context in which teachers must teach. On the other hand, it can be implemented as part of the training that all educators need in order to prepare their students in this competence [13]. Hence, it is necessary to have a basic knowledge of resources such as digital platforms, virtual campuses, blogs, questionnaires, videos, diverse applications, web mail, and/or forums, amongst others, but also of specific technological resources for the different areas of content.…”