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Las Nuevas Tecnologías de la Información y Comunicación en la Educación -…

- - - - OBJECTIVES
        Therefore, based on the above, the objectives or general purposes for this subject is that:
        
        Acquire basic knowledge about the theoretical foundations of Educational Technology
        
        Critically reflect on the role of social communication media and the new information and communication technologies in our society and on the educational challenges and applications of these media and technologies
        
        Cultivate and develop some practical skills so that they are capable of elaborating, using and evaluating media and materials in both face-to-face and distance teaching and learning contexts
        
        Acquire the knowledge that enables them to advise teachers and / or various institutions in the organization, selection, design, development and use of media and new technologies for educational purposes
        
        Continue in the future motivated and interested in the problems of this subject
- - - - The programmed teaching first, the instructional packages in audiovisual format later, the educational software and the EAO (Computer Aided Instruction), the multimedia on CD-ROM optical disc and, now, the online teaching or tele-training (through courses of teletraining distributed through the WWW) are the clearest examples of this conception of the use of computers as machines that allow the packaging and individualization of teaching. However, the greatest promise comes from the attempt to apply A.I. (Artificial Intelligence) to teaching.
        
        Main characteristics of digital teaching materials
        Curricularly integrated materials
        
        Electronic teaching materials, unlike other digital materials, must be developed, and consequently used, taking into account the characteristics and curricular demands of a given educational level (infant, primary, secondary, ...) and area ( mathematics, geography, history, ...) since the didactic material must be at the service of a teaching model or project, that is, subject to the development of certain objectives, knowledge and activities.
        
        Materials adapted to the characteristics of its potential users
        
        Materials must be designed taking into account the most outstanding attributes and traits of the students to whom they are addressed (age, maturity level, previous knowledge, interests, etc.).
        
        Materials whose information is linked hypertextually. Between each segment or part of the study material there must be connections or links that allow the student to go from one to the other. In this way, access to each part or segment of the module is a decision made by the student according to their own criteria.
        
        Materials with a multimedia format.
        Teaching materials should integrate texts, graphics, still images, moving images, sounds, ... whenever possible. This will result in these materials being more attractive and motivating to students and consequently, facilitators of certain learning processes. Materials that allow access to a huge and varied amount of information.
- - - - When considering the evaluation of the quality of these multimedia training environments, we must distinguish at least two dimensions:
        
        The intrinsic characteristics of the environments, which will allow us to make an objective evaluation of them
        
        The way in which these environments are used in a specific training context, either self-taught by the student himself or under the guidance of a teacher or tutor (contextual assessment). In this case, rather than evaluating the training material itself, what is evaluated are the training results obtained and the way in which it has been used.
        
        Pedagogical approaches:
        
        Pedagogical model: conception of learning; roles of students, teachers, teaching materials ...
        
        Teaching plan: objectives, content sequencing, learning activities, methodology, evaluation ... - Planned training itineraries
        
        Functions of teachers, consultants and tutors
        
        Databases, which constitute the contents that are presented in the environment; learning is always done from a raw material that is information.
        
        Informative texts: documents, links to web pages ...
        
        Didactic materials, which present information and use didactic resources to guide and facilitate learning. - Teaching guides, aids, orientations ...
        
        Complementary information sources: list of links to web pages of interest, bibliography, agenda ...
        
        Self-assessment tests
        
        Instructive activities, which are proposed to the students so that they can elaborate their learning.
        
        Students always learn by interacting with their environment (books, people, things ...) and the instructive activities are those that guide their learning activity towards the realization of certain facilitating interactions of the intended learning. We distinguish:
        
        Self-correcting activities
        
        Activities with correction by the teacher or tutor
        
        Other activities: autonomous student work, activities in forums ...
        
        - Technological environment - interactive interface (program, campus) offered to the student e:
        
        Audiovisual environment: screens, multimedia elements ...
        
        Navigation system: map, navigation metaphor ...
        
        On-line communication systems (e-mail, webmail, chat, videoconference, lists ...): virtual consultations and tutorials, virtual classrooms (forums on the subjects moderated by teachers), calendar / notice boards, students (academic, playful ...).
        
        Instruments for information management: search engines, tools for information processing, virtual disks ...
        
        Personal elements: Although the assistance of specialists (consultants, tutors, technicians ...) is only essential in the courses taught in EVA, little by little it is also present in the other multimedia training materials, especially in the form of technical advice or on-line pedagogical.
        
        Pedagogical assistance (teachers, consultants, tutors ...) Technical assistance
- - - - Among the possible activities to be carried out with general computer applications in this phase, the following can be mentioned:
        
        Use of a word processor to write notes, teaching units, homework bulletins, practice scripts, exams, etc. (Word)
        
        Design of graphics and image treatment (Paint, CorelDraw, Autocad, ...)
        
        Design of slides, transparencies and presentations (PowerPoint, ...).
        
        Construction of maps or conceptual diagrams with tools of a general type (PowerPoint, Harvard Graphics) or of a specific type (Visio).
        
        Web page design or location of educational materials on the Internet (Frontpage, Flash, ...)
        
        Management of personal and academic data of students (Acces, Dbase ...).
        
        Statistical treatment of evaluation data (Excel, SPSS, ...).
        
        Design of simulation programs (Visual Basic, Delphi, Java ...).
        
        The teaching materials prepared by the teachers with the help of the computer, or the computer resources of another type (available on disk, CD-rom, DVD or on the Internet), can be used in different ways during the teaching and learning process that takes place. out at the school.
        
        As an example, the following types of activities can be cited:
        
        Teacher explanations using slides, transparencies or computer presentations (made with PowerPoint or Harvard Graphics).
        
        Presentation and discussion of work prepared by the students themselves using general computer applications (Word, PowerPoint, ...).
        
        Use of the Internet or interactive encyclopedias to search for information on a specific topic by students.
        
        Use of specific didactic software for each subject (tutorials, simulations, ...), to study simulations, carry out virtual experiences, develop learning tasks (questions, problems, ...) or carry out
- - - - Factors
        
        The existence of an institutional plan that promotes and endorses educational innovation using computer technologies
        
        The provision of the infrastructure and minimum computing resources in the centers and classrooms
        
        Teacher training and favorable predisposition towards new technologies
        
        The availability of varied and abundant teaching or curricular materials of a digital nature
        
        The configuration of external teams to support teachers and educational centers aimed at coordinating projects and facilitating solutions to practical problems.
- - - - EaD resources in general must integrate elements that allow self-learning (which make them more self-instructive) and self-assessment. They must integrate elements that allow the student to perceive their progress in learning and eventually make changes or corrections.
        In distance education students (conventional or technological) aspects such as:
        General autonomy, self-learning and self-training, self-regulation and self-evaluation ... If the training is technological, interaction and teamwork factors also increase. A new concept and a relationship environment appears: the virtual community.