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Andrea Martinez Daz

Paola Garca Alcolea


Mara Lizn Moreno

THEME 6: CURRICULAR INNOVATION PROJECTS MEDIATED BY


ICT

INTRODUCTION
Today it has opened a new horizon for the educational system. With the addition
of the information technologies and communication there are a new knowledge and a
new way of understanding the education.
What is really worrying is that once installed, the use of ICT, tends to not
generate changes methodological or organizational.
The purpose of this research is to analyze and understand the strengths and
weaknesses which involve the incorporation of these technologies into
workplaces.
ITC will be useful and productive if in a center there are projects of
curricular innovation in teaching and learning environment.
1. OBJECTIVES AND CONCLUSIONS OF RESEARCH
The OBJECTIVE of the research is to understand what factors come into play
when schools design and develop innovative projects and identify the aspects that
allow or limit changes.
CONCLUSIONS:
1- There are few examples of integration in schools and a lack of proper organization to
facilitate the integration of ICTs. In addition, teachers have no relationship with these
technologies
2- Technologies have in our days a weak impact on classroom practice, these changes
are not assumed by the teachers.

3- It is necessary and priority the role of the teacher in the inclusion of technologies
2. METHODOLOGY
The objective is to give a methodological break, to search more than simple
practices.
Pursues the follow and sustain the innovations in the educational center.
Raises a collaborative process of research and action, with other centres and
taking into account the universities.
Thus required the rethinking of traditional education, claiming that two
levels to be generated:
1-

Individual-professional, where the teacher reflects on the practice of


technologies and seeks solutions to problems that arise.

2-

Group-organizational, calling for changes in the organizational structure,


management and communication mechanisms.

3. CHARACTERIZATION OF THE CENTER


The Center, object of our case of study, is a CPI. In addition to conventional
classrooms it has 1 audiovisual classroom; 3 computer rooms (2 for students and 1 for
the exclusive use of the teachers); 1 dining room; 1 languages classroom; 1 plastic
classroom; 1 school library and some laboratories. Currently, approximately, it has a
total of 275 students and 36 teachers.
4. THE INTEGRATION OF ICT IN THE SCHOOL: APPROACHES AND
MEANINGS
From the economic point of view, it is expected that the institution will help
students integrate into the working world, therefore conditions generated by the
new economy must also be served by the schools. The final achievement may be
that the development of ICT in the school help the strategic competitiveness and
economic growth in many countries.
From the pedagogical point of view a new thought is emerging centered on the
concept of "society of knowledge". This thought begins with the idea that the pervasive

integration of ICT in the school will produce changes in the kinds of things that we need
to learn. In this context, it is imposed new challenges to the school curriculum.
5. DESIGN AND DEVELOPMENT OF A PROJECT OF CURRICULAR
INNOVATION WITH ICT
The 21st Century School is obliged to develop innovation processes that make it
possible to give the right educational answer that the demands project. The stage of life
and career in which teachers are is a determining factor in their attitudes to change. On
the other hand, is not surprising that, among such reform, teachers are so used to the
presence of the change in regulations, which rarely stop to think about what does this
mean, how it affects their teaching work and what situations are likely to be modified.
There are some indications that small groups of teachers, possibly feel the need of
change and even feel worried and depressed.
ICTs are a powerful mechanism of innovation that can lead to think that with their
presence change already is guaranteed.
Predominates over training of a technical nature which one to use and
understanding of the place that they occupy ICT in the teaching-learning processes.
The Integration of ICT in centres revolves around two snapshots of work which
will tighten in a permanent way. On the one hand, there are enthusiasts for who
anything that has a relation with this type of appliance has magnets that attracts
apowerfully. And on the other hand, those who feel "denied" for these purposes.
Between these two poles there is a group of teachers who feels a little lost but that,
step by step, enters in this world, because they are realizing that it is necessary and
useful.
The data invite us to rebuild the teaching profession, a reculturization.
We have the impression that we are living a crisis in the teaching professional
identity.
Therefore, a reconstruction of the culture may be urgent. The complex is to
encourage teachers to believe that this challenge is worth for their professional growth
and development of the school.
6. CONCLUSION
As conclusion can be considered that many schools have excellent computers,
digital whiteboards... But not integrate properly the use of ICT in their curriculum and

dont exploit properly their materials. However, other schools that arent equipped with
such materials used and take advantage of ICT to integrate them in all activities.
For all of that is very important to use all the materials in the best form, because
que have to take advantage of it to get all the objectives.
There are three levels of responsibility in the integration of ICT:

Level policy educational, clarifying the functions of the school and ICT s place.
The institutional level, helping to create the conditions to allow this. Here the address
of the school has an important role, as well as the collaboration of professors

pioneers is also critical in the use of the TIC.


And, thirdly, the level individual and collective teacher, directed to the acquisition of
technical and pedagogical skills to access and use ICT with confidence and rigor.
TRUE AND FALSE QUESTIONS:

1. One problem of the inclusion of ICT is that tends not to do changes in methodology
and organizationTRUE
2. It is not necessary the role of the teacher for the inclusion of ICT. FALSE
3. According to the integration of ICT in the school, from the pedagogical point of view
a new thought is emerging centered on the concept of "society of knowledge"
TRUE
4. ICTs are a powerful mechanism of innovation that can lead to think that with their
presence change already is guaranteed. TRUE
5. The data invite us to rebuild the teaching profession, a reconstrution. FALSE

MULTIPLE CHOICE
1. The levels to break with the traditional model (respect ICT) are:
a)

individual-professional and group-organizational

b)

Professional and educational

c)

Neither

2. The 21st Century School is:

a) Obliged to develop innovation processes.


b) Obliged to continue developing traditional processes.
c) Both are false.
3. What is enthusiasts teachers ?
a)

who anything that has a relation with this type of appliance has magnets
that attracts apowerfully.

b)

who feel "denied" for these purposes

c)

who feels a little lost.

4. A reconstruction of the culture may


a)

be something strange for the school and the students.

b)

be wrong, because the culture has to be always the same.

c)

be urgent. The complex is to encourage teachers to believe that this


challenge is worth for their professional growth and development of the school.

5. The three levels of responsibility in the integration of ICT are


a)

Organ of teacher preparation and orientation of students , Organs of


management and governance of the institution, Coordinating bodies, Study and
advisory bodies.

b)

Level policy educational, The institutional level and the level individual and
collective teacher.

c)

Help the structuring of roles, Encourage the creation of own standards within the
Group, Enhance quality communication.