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Digital Materials Management

ICT Management

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I wanted to share this presentation I prepared for teacher training.

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"Blended Learning ICT and new pedagogical models?

Again, reading and the proposed activity in this module we have to think of "teaching models" and to consider proposals that are relevant to the many educational and technological settings that are configured Javier Echeverría as [1] been called the "third environment" (E3)

For him, the E3 is not only a new area of \u200b\u200bhuman interaction made possible by the media and communication, but also (and primarily) a space for interaction, memorization, entertainment and expression of emotions and feelings , which speaks of a new social space.

As seen in previous modules, the status of "virtual" in these scenarios is part of our ways of doing things, to communicate, to know and face Accordingly, for the past several years, educational institutions (particularly at higher levels and college) begin to implement some training initiatives based on models of distance education (EAD) in order to exploit the potential telematics Internet.

Undoubtedly, not all proposals submitted sustainable educational foundations and in some cases, it was (and may still) is not optimized to note that the construction of knowledge because they use virtual learning environments that characterized traditional criteria to the physical.

But

this would be a topic for another article. Returning to the multiple scenarios with educational value, they present particular (according to their degree of presence / virtuality) that characterize and involve rethinking the teaching and learning processes that occur in them and each and every one of the variables that they were involved. It should be noted that among the possible classifications of these scenarios can be considered as variable levels of use of ICT, which according to Lowther [2] encompass from Level 0 (not using the Internet and available resources the Web) to Level 5 (or immersion, with completely virtual environments)

Following the same author, in the Community Level 4, the proposed training will take place both in a learning environment face to face and online. According to this level, an alternative that has become widespread in recent years is the Blended Learning or blended learning, which emerges as a "complement" of the face and looking back-to-face personal contact between teachers and pupils and between lost in training students entirely online, trying to rescue the advantages of each mode in order to combine them.

García Aretio [3] proposes a new name for this type: Model integrated teaching and learning (EAI) ", preferring the term" integration "as a way to include and do not ignore this concept, the task of the teacher is one who designs and develops the teaching process.

However, beyond their names and foundations, we must bear in mind the various forms of teaching and learning associated with ICT-supported networks, since, as has been expressed in different parts of this Blog, choose one or the other form (or complemented) depends not on the proper use of technological tools or its incorporation in educational settings, but the methodological decisions taken by teachers promote new educational approaches.

If we seek quality education proposals, then, is to recall two concepts:

- One, the "mindtools" developed David Jonassen [4] , who promotes the idea of \u200b\u200busing a selection of programs as cognitive tools (mindtools) to engage and encourage critical thinking in students. The mindtools would "intellectual partners that facilitate knowledge construction and reflection."

- Second, the idea of \u200b\u200b "socially distributed cognition " [5] that the person referred to the environment. That is, activities that the subjects developed in collaboration with symbolic systems (Oral and / or written, formal languages, systems of representation) to "reorganize mental functioning" [6] and we can develop through a variety of tools offered to us Web 2.0

Ultimately, thinking about teaching and learning in networks, not about the level of attendance or distance that is included in the educational proposals, either to adapt to market conditions.
is set a systemic and comprehensive to enable us to take meaningful educational opportunities we provide collaborative technologies, creating new ways of designing and creating knowledge.

[1] Echeverria, Javier (2000) "Education and telematics technologies" in Revista Iberoamericana de Education - Number 24 Monograph: ICT in education. September-December 2000 OEI-Ediciones
[2] Lowther, DL, JONES, MG AND PLANTS, RT (2000). Preparing Tomorrow's Teachers to use webbased Education. In AB (Ed.), Instructional cognitive and Impacts of webbased education (pp. 129 146) USA: Idea Group Publishing.
[3] Areti GARCÍA, L. (2004) Blended Learning, teaching and learning "built? In electronic newsletter for Distance Education (Bened)
[4] Jonassen, DH (1996) Learning from, learning about, and learning with computing: a rationale for mindtools. Computer in the classroom: mindtools for critical thinking. (Pp.3-22) Englewood Cliffs, New Jersey: Merrill Prentice-Hall.
[5] PERKINS, D. (2001) "The person: a distributed view of thinking and learning 'in Salomon, Gavriel (ed.) Distributed Cognitions. Amorrortu editors. Buenos Aires.
[6] PEA, R. (1993). "Practices of distributed intelligence and designs for education." In Salomon, G. (Ed.) Distributed Cognitions. Psychological and educational considerations. Amorrortu editors. Buenos Aires

The image was taken from http://jdieguez.wordpress.com/2008/08/04/desarrollando-contenidos-e-learning-1/

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The teaching style of the professor and New Technologies

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November 10: one day "special"

Maybe she is the daughter of two incredible beings born in San Antonio de Areco , perhaps by nationalist and lover of my country, maybe because I am a sentimental who gets excited every time he hears his or National Himnno old to be a teacher ... but I can not stop sharing the importance of Tradition.

Tradition is the set of customs, beliefs and stories of a people, which are passed from parents to children. Every generation gets the legacy of the foregoing and to do their works for the future.

While Day tradition is the recognition of the identity of Argentina, through one of the most representative of nationalism, José Hernández, who made every effort to defend his countrymen from the injustices committed against them, we can not fail to remind and Ricardo Güiraldes " Don Segundo Sombra, "and many other gauchos ... the natives of these lands, which are still fighting for their space and culture.

for all of them ... Happy day!

"Only two things we can leave our children ...
one is ROOTS,

the other, wings. "

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A bit of humor .. "We live entangled

humor only wish it were ...

is time to reflect and give pause to our colleagues, before it is too late.

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? WebQuest

Module Technologies for Collaborative Work (TTC) invited us to understanding of social practices invent objects and at the same time, to consider whether the objects that constitute social practices.

writer Liliana Bodoc begins his novel "The African mirror " saying "There are objects that we will never fully belong. No matter whether of old family heirlooms, passed from hand to hand through generations. No matter if we receive a birthday gift or pay for them a lot of money ... the objectives are always a setback, a root that extends into other realities, a secret pocket. They are objects that can not clean corners or understand ... "Although

the writer refers to a mirror to read it, I thought about the many ways they acquire objects when we take possession of them, and obviously thought of ICT. As these technologies become extensions of our own body and that we "meaning" not only individuality but from our relationship with "others" from these quasi-objects. This mobile phone
sometimes serve to say "I can not talk now", the computer connected to the Internet and with your speakers turned on to give notice to each contact connected to each update that recognizes ... those objects that not only are there but "naturally" part of our actions. Objects that show a presence, a reality.

What kept secret pocket these technologies that surround us and allow us to experience a new lifestyle?

The way to do things we experience today is a "technological form of life" [1] , a way of life in which "communication" is the center of our actions, the condition that allows us to charge sense these objects with a behavior that has no limit in space or time. The immediacy is shaping our knowledge, we know communicating, appropriating a reality that same time, we build.

Alone? Of course not, we do "other" with those "significant others" than before (not long ago, only 10 years ago) set up this group of people that we relacionábamos in a few areas, face to face: family, school, work, club ...

But this S. XXI's "significant others", those with whom we are building the reality they may be right here beside us, or may be thousands and thousands of miles away. And we need, because as relational beings, we are in and with others. Remember

that the reality of everyday life is an intersubjective construction, a shared world, which implies interaction and communication processes through which we share with others and experience to others. [2]

Facundo Cabral sings: "... born to meet: Life is the art of meeting ... This is the fundamental revolution, the constantly revving to harmonize with the life that is constantly changing, we meet so fatally to illuminate every corner ... "

But if we are so connected to each other, if our heart is confirm each other, why boredom? Why some call this era "the era of empty"?

"There is no doubt that a life without an assumption about reality - that is, without a sense, is unbearable. Boredom is the most subtle form of fear and emptiness. Hence our constant search for meaning. " [3]

For this reason, live "entangled" and "connected" is starting to give meaning to reality together through collaborative work conscientiously to help us think of networking. Supposed to go interweaving our knowledge to address the inequalities that emerge from the Chartered Society trademark, copyright prototypes.
Because, beyond the characteristics that present the applications of Web 2.0 and that open new vistas and opportunities, there is great need for these applications are not monopolized by only a few sectors.

That's it, then try a distributed knowledge, to be adding and multiplying outbreaks links on our own networks, which do not cease to be a node other larger networks.

bored not mean stop being simply technology users to mingle and prolonged through them getting used to "do together."

course not be easy ... As education professionals we know there is a long way to go.

important thing to understand is that this plethora of tools now offers Web 2.0 (and Web 2.1 ) can be reconstructed and co-constructed from the emerging needs of our social practices.

The image that illustrates this posting was taken from Petrolart's Blog

[1] Lash, Scott. Critical information. Buenos Aires, Amorrortu, 2005
[2] Berger and Luckmann. The social construction of reality. Amorrortu, 2001
[3] Watzlawick, Paul - The nonsense of sense. Barcelona, \u200b\u200bHerder, 1995

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in action!

From the group activity of creating WebQuest, there were some comments in the forum about their scope, their obstacles, their potential ...

As We read and discussed, all selection and use of resources must be supported by an educational use in connection with the purposes of teaching programming and not by the properties of the resource itself.

This particular activity starts to take relevant from the need to find teaching strategies that lead students to search, interpretation and validation of information on the Internet. And in turn, can offer a pleasurable activity routines breaking traditional educational practices and developing the autonomy and cooperation in relation to the process of knowledge construction.

WQ Recall that allows students to surf the Internet with a particular proposal and guided (previously selected and designed by the teacher)
Thus, its use in the educational offers several possibilities:
· Facilitate the integration of the Internet as a resource in the classroom.
· Promote the work for projects including ICT.
• Allow the interrelation of areas.
Promote cooperative and collaborative learning.
· Making effective use of time.
• Promoting the development of skills such as compare, identify, classify, infer, analyze.
· to encourage constructive learning, because students performed search and selection processes of information, analysis, synthesis and evaluation.

The webquest enables us to invent new ways of teaching and learning, using ICT as tools for motivating transform traditional practices and use the potential offered to create learning projects that promote learning, thinking and creativity of students in the construction of new processes.

course we must not neglect "the soul of the WebQuest since, as stated Jarbas Novelino Cheap " ... the absence or presence of mind depends on the educator. Depends on the conviction, creativity, values. The WebQuest is not a technical solution that can be used without the commitment of the educator. The WebQuest reflects certain world views and education. In return old values \u200b\u200bsuch as beauty. Engage is an education- anchored in real proposals. Require much imagination. Care less about the extent of content and more depth studies. Veiled criticism formalist pedagogy. Implies, in short, major changes in the attitude of the educator. And almost always a simple reading of a WebQuest, can make us feel the absence or presence of mind because the works are the tangible result of the beliefs of their authors. It's good to be aware of the presence or absence of soul in thousands of Internet WebQuest currently present.
The use of works with soul certainly enrich education. The use of works without soul will result in a commitment to education without common knowledge, and pleasure to learn deeply involved with the objective of the studies, the adventure of developing skills that give meaning to our lives every day. "

"... the need is not a unique soul of good WebQuest, Software, or educational games. Any other purposes instructional materials must have a soul. Without it the products of educational technology may be technically correct but not conquered the hearts and minds of students. This is not a new discovery.
soul Requiring educational events and products is part of the tacit knowledge of any experienced teacher.
not easy, revealing where is the soul of the material or specific education proposals. A judge nevertheless worthwhile to consider this matter. "

I invite you to continue thinking about the WQ from reading this text " The Soul of WebQuest .

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Forming the "digital city"

The relationship between society and technology

We consider, in principle, in the history of mankind, man always incorporated different technological advances and became friends with them.

To understand the true magnitude of the network society and to establish relationships between technology and social use, let us understand the technology as "the use of scientific knowledge to specify ways of doing things in a reproducible manner." [1]

Undeniably, any element that is unknown, the man shows with each new tool, rejection, denial or distrust. But the user (that primitive man as the XXI century) is the one who gives meaning to the technology, making it practical, appropriating its use (sometimes very far from utopian concepts and their creators) and understanding what it is, why and how to use, always within a specific context that makes the user part of a process generating a whole new ecology of ideas.

However, technological convergence, defined as the triad of digitization, computers and telecommunications, opens the way to the so-called "new technologies of information and communication" and broadens the notion of relationship between technological and social processes.

In this regard, the Internet is currently the material and technological base of the "Network Society "And is presented as the infrastructure that enables the development of new forms of social relationship.

Speaking of concepts such as networking, cooperation and communication not just referring to the current condition, but are central to social life since its inception.

McLuhan said that every new medium transforms our ways of thinking and communicating.

And Web 2.0 came

In the last 3 years there is a new term: Web 2.0 and with it a new practice in the use of Internet applications that are not limited to the notion use of a tool, but is configured as a new way of acting on the digital network, which remains a simple showcase of multimedia content to become an open platform, built on an architecture based on user participation .

Expressions such as blogs, wikis, folksonomy, tags, rss, widget ... and many others, begin to be part of the current vocabulary. And those who have been "users" of Internet, seeking information and communicating via email, soon we were surprised to be able to condense our "favorites" on del.icio.us, sharing photos, music and videos with friends and known igoogle news to position ... all without the need to store large volumes of information on the hard drive of your PC and access them from anywhere. But even more amazed when we can create a blog with lots of items (without being designers or web developers), then turn our ideas, thoughts, preferences, and share with others, get their values \u200b\u200band beginning to build this new social fabric, should be clarified, not invent the collaboration between people from their applications, but begins to offer endless possibilities to facilitate the exchange and cooperation between individuals.

Jorge Luis Borges wrote: "... The Garden of Forking Paths is an incomplete picture, but not false, of the universe as conceived Pên Tsui. Unlike Newton and Schopenhauer, your ancestor did not believe in a uniform, absolute. Believed in an infinite series of times, in a growing, dizzying net of divergent, convergent and parallel. This network of times which approached one another, forked, broke off, or ignored for centuries, embraces all possibilities. "

could ensure that this new experience is like along this" Garden of Forking Paths " imagined by Borges. A garden with diverse futures and times that intersect and weave the social network from which they derive six big ideas that Paul Anderson [2] analyzed to reach a wider and more real understanding of the role of Web 2.0 and its impact on education.
These ideas are based on concepts originally outlined by Tim O'Reilly in his letter "What is Web 2.0?" And they are:

1 - Individual production and user-generated content.
2 - Harnessing the Power gives the masses.
3 - Data on an epic scale.
4 - Architecture of participation.
5 - Effects of the Network
6 - Opening.

The fact is in sight and this article which is part of a task of the Diploma, he shows how we generate content (single output) and interacting with others in this space, build new knowledge.
course simply "hang" a Web content is not synonymous with development and production of knowledge. You have to validate, criticize, confront (harnessing the power of the masses)
To achieve this production, we read and compared various texts and we have even looked for other (data on an epic scale) and to share, we have created a "blogfolio" learning to use the resources we offer "Blogger," making him a personal touch that shows how we are, our likes, links, ideologies ... (architecture of participation)
But not all students had the same opportunities, the same background, same connection speed bandwidth and therefore many of us may have experienced frustration when using the structure (network effects)
remember that while these tools do not themselves produce changes in society, economic circumstances, political, ethical and philosophical which are used and developed, open or close different cultural and social opportunities. The We could look through the comments in the forums ...

So can we say that the use of these Web 2.0 applications has made us more competent?
Unquestionably, no.
What has enabled our production has been the contextualization of these applications in a situation of teaching and learning with clear objectives and instances which enable group reflection let us not be blinded by them because, beyond its potential for dialogue and collective construction of meaning, have some setbacks.

Castells notes an aspect that can serve as a conclusion: "It is the ability educational and cultural benefit to using the Internet. That is, we speak of learning to differentiate between knowledge that is encoded in the network, and the skills to manage it. The difference between access to information and access to knowledge. This is an issue whose consequences are directly linked to the sensitivity of governments to prepare their citizens in the acceptance of new technologies of information and communication. " [3]

therefore if we understand the Internet as a "common good" is urgent to train digital citizens with rights and obligations, can not adapt to technology but to modify and recreate them after use, giving them meaning.
is where our commitment as educators takes on special importance because equal opportunities and rights, social responsibility and discretion are concepts that we take into account when thinking about education using the possibilities offered by Internet and architecture of participation through the use of the software group.

[1] making Manuel Castells Harvey Brooks and Daniel Bell, [Castells 1997:56]
[2] http://www.eduteka.org / Web20Ideas.php
[3] Juan de Pablos Pons "Educational technology in the context of the information society" Universidad de Sevilla

Free Streaming Online Nadine Jansen

Subjects builders

To understand social change and educational problems that emerge from the Society of Information (SI), developed this article intends to analyze and discuss some basic ideas from the text "How the technology fails to integrate into the school unless you change ... the school. " Begoña Gros 2004, Spiral Sessions, Barcelona.

On the way to achieving a more appropriate education to the current SI, in which there is a real appropriation of technology, there are key elements that can not escape reflection.

loop through all the information from its early formulation in the nineteenth century, its final consecration in scientific face of cybernetics and systems theory and its extension through the millions of companies (post-industrial informational, etc..) which updated the utopia of communication, culminating in government projects "Information Society."
projects, as expressed Mattelart, "appear to us as provide more democracy, greater prosperity ... It is important to understand that the notion of information society that has become popular refers to a specific project that benefits the majority, but is built precisely on the myth that will benefit the vast majority. "
He concludes ... " If there is some truth in the notion of information society is increasingly interstices of everyday life and institutional levels are penetrated by information technology and, therefore, that each will become more sectors will be forced to think about it, or to join, either to raise the issue of choice. " [1]

Against this informational mode of development [2] determining changes that affect all social systems, the school appears as an institution of special attention because their organizational structures and management "have remained substantially unchanged over time." While

during S. XX evolutionary psychology and pedagogy have focused their research on teaching models are closer to the reality social, and yet in many respects, "the school acts in the opposite direction to the current development of society." (Begoña Gros)

What is the role of Information Technology and Communication (ICT) in this scenario?

In principle, only makes sense to talk of technology to the extent that we can open the type of society, man and education they imply, and certainly not determined by the ICTs. Therefore we should think from the technologies, and not for or against them.
Already in the first decades of S. XX appeared as Dewey and Freinet teachers proposing learning through different kinds of activities rather than through the established curriculum, and opposed authoritarian methods. Freinet
defined educational framework is based on cooperation between students and teachers when preparing work plans, the use of audiovisual and chips self-evaluations, and creating a textbook that would monitor the progress of the student.
some time has increased the importance of being whole individuals, with knowledge and skills broad and deep, capable of learning to learn and believe the need to continually increase their knowledge level. And also, has long been incorporated into the schools the use of ICT (depending, of course, the geographical locations and economic situations in which they enroll)

But to make ICT Overcome traditional technologies should promote a process of reflection, understanding and critical analysis of students, whether on the contrary, serve the function of transmitting information already developed and involve the issuance of repetitive responses from students, is in the presence of a technology upgrade only according to the pressure social incorporation of the latest developments.
In this case, the use of technology will serve pedagogical methods more "traditional" knowledge transmission.
And this is the situation that has lived mostly within the educational institutions of our country.

What about the teachers of the digital generation?

Discuss the role of teachers in this context, imagine the situation of educational spaces, learning environments in the future, as stated, can not be apart from the other human elements that interact with (culture, society, technology) can not be ignored that the development of the entertainment industry or communications, cultural changes, technical advances, politics, economics, among others, affect the use of ICT have on education.
In this age of speed, tension and change, the role of teachers is strongly pressed by the presence of communication flows, social demands, institutional malaise and some fluctuations in front of the disparity between the culture that has formed and culture in which they must carry out their profession.
And the problem is that "The task of teaching and change, teachers often face alone. The teacher in the school can be innovative or not as willing or able ". (Begoña Gros)

While beginning to be interesting experiences in the pedagogical use of ICT and the results are encouraging to try, to seek new challenges, it is also true that not all teachers and institutions of which they part, have the best conditions to pursue these innovations.
could list the lack of connection to the network, the deterioration of computers, lack of institutional projects and, more extent, the lack (in most provinces) of educational policies that involve making the school so that finally stops being a confined space, or simply authoritarian, boring and ineffective.

There is challenge, opportunity, risk, the need ...

And above all, understand that in the Information Society which we all belong, the teacher is irreplaceable ...

"If these are the goals of the past, to transmit information and knowledge is likely that the teacher can be replaced by new technologies. To transmit information, any computer collects more information than all of us. If it comes to pass information is likely to be secondary teachers. But if it comes from teaching to learning, the teacher is irreplaceable. It takes the model, you need the guide, you need someone to teach the trade, showing the operations, to guide, to indicate that East. In that sense, the professionalisation appears as a fundamental requirement in the process of educational transformation. "

take advantage of these educational potential offered by ICTs us, constitutes a major challenge for those who are interested in re-imagine new ways of teaching and learning.

[1] Mattelart History of the Information Society. 1 ª ed .- London: Polity Press, 2002

[2] Castells, Manuel. The Information Age: Economy, Society and Culture. Vol 1: The network society, Alianza Editorial, Madrid. 1997

Definition Integrative Social Contract Theory

Information Society Technology Footprints in everyday life

Through the course of the module, we have analyzed the vicissitudes and challenges of the call Society information. A revolutionary process (a mode of development) in which the technologies are geared not only towards the development of new products but mainly to new production processes.

It is at this stage where the social subjects, especially in the last 15 years, we experience changes not only in the forms of relationship, but in sharing personal experiences and daily activities.

Personally, moving from the city of Miramar to the city of Neuquén, laid on their packaging a decline in access to technology, a chance to leave behind and applications to start again from scratch.

In Miramar had been my Commodore 64C, materials, programming in Basic, and Logo RPGII, telephone, color TV, VCR, the local arcades, the space of communication to your fingertips. The Neuquén was coming to the Master Gardener, with enthusiasm, traveling 15 km daily to meet their students. The daughter who was communicating with parents via cassette recordings that came on the bus once a month. The woman looked when I got home the only TV channel in a large black and white device was left of a wildcard.

clear as soon as example to understand the processes of social appropriation of technologies include four logical, technical, commercial, social and cultural. And that the digital gap, far from being a cause, are a consequence of socio-economic and spatial (in the geographical sense) of individuals.

My financial situation was changing, but while he missed those uses and benefits of technology, I was adapting to living without them and even led me to incorporate a denial again ... The teacher had used mimeograph machine and then Photocopying , argued that the material for children was more beautiful hand-drawn and colored ...

But suddenly, an event that changed the course: my best friend moved to Canada. And need to communicate with her led me to buy my first Pentium II and connect to the Internet with all the fear that it caused me.

As stated Pons: "... understanding of the media phenomenon as a whole, and people need to adapt to new requirements of the Information Society, is a major factor to adapt, not only to technology but to the characteristics of the new reality in which we live. "

That's ... And I realized I was adapting to the characteristics of the new reality. So much so that in 6 years not only kept me "close" to my friend but that was part of the Red Escolar in Mexico and e-trainer, I completed my BS in Computer Education from my home in Buenos Aires UNLa, I changed my cell five times, I bought my Notebook and I see every day on the webcam with my father who is a 1000 km and my only brother who lives 2000 miles from my house.

go mad if I'm traveling and I lose signal on the phone, I feel that no good when electricity cut off and I suffer when my son comes from his elementary school and observe its contents linear, fragmentary, decontextualized.

Transformations ... Need Motivation ... ...

What about school? How are recognized in the schools these transformations?

is clear that the Information Society brings pressures and demands in each of the educational actors.
The teaching role has diversified and more complex.
Students "digital natives? participate daily in different areas of knowledge and build also multiple identities. Therefore require the guidance of an adult to stop being just "spectators" or "consumers" and users training as critical, selective and producers of new knowledge.

Remembering that: "What characterizes the current technological revolution is not the centrality of knowledge and information, but the application of that knowledge and information to knowledge generation and processing devices / communication information in a cumulative feedback loop that exists between innovation and the uses of innovation " (Castells), then we can not sustain a school environment with an area of \u200b\u200blaw itself, requires innovation, the change in pedagogy and methods of education professionals willing to set a new school. In short, a change of attitude and look to the demands of children and young people need to understand the complex reality in which they live.

course nothing should be imposed, it is necessary to feel the "need" to know the "possibilities" and gain "confidence."
And in this sense, the state bodies of government administration are critical, because without education policies to "encompass" all sectors and provide training and training required by teachers will be achieved only isolated actions of these teachers and teachers who are willing or able to innovate; considering innovation as "a set of initiatives that lead to professionals to think in new ways in the way they do their homework. It is not ambitious management concept in the sense that the coming changes are radical innovation or total, but those new ways of doing things can lead to beneficial change, although not succeed or last long . However, provide value to rethink teaching and learning. " (Landow)

Keep in mind that the "digital gap" does not end with the provision of infrastructure and Internet connectivity in schools. It requires a slow but steady and deep, because once the technology has entered the educational institutions, may be the oldest division in the history of education. Not sufficient technological capabilities but is essential (as expressed by Castells) mental capacity and education.

And finally, a reflection of Dr. Edith Litwin inviting us to continue along the road ...

"... In our profession to educate are our stories as teachers and as students. We are naive to pretend that incurable, despite all circumstances, our students learn. The candor with which you hold is not in bad faith or deception and is based on the ambition to achieve proper performance practice. In this stubbornness, sometimes, we are fascinated by the tools that appear to pave the way or ignored and despised because we seem to teach themselves. This is how we use because we fail, we use them because they generate wonderful insights, we use for discipline, we use them because we are moved to meet with the others, because we remember other uses with nostalgia or because they dream of wonderful uses. Use, however, in all cases, means accepting the challenges of society transferring our personal use. It is in this tiny moment you begin to use them as builders of humanity. "
Edith Litwin - roads, bridges and shortcuts: the place of technology in education - II Latin American Congress of Argentina

EducaRed

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More about Blogs and Education

found this article which I found very educational. I share

with you ...

http://web.educastur.princast.es/proyectos/cuate/eblog/blogs_y_educacion.pdf


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Area Educastur portal and Online Services

November 2006 Government of the Principality of Asturias