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Andreas Wiechert: Diez perfiles profesionales del futuro

Andreas Wiechert: Diez perfiles profesionales del futuro | Edumorfosis.it | Scoop.it

Como dice el consultor y gurú Thomas Frey, Director Ejecutivo del Instituto Da Vinci: “El 60% de los mejores trabajos de los próximos diez años no han sido inventados aún.”


El sector del marketing digital se ha convertido en un importante nicho de nuevas profesiones que han surgido al amparo de este nuevo mundo tecnológico gracias a la penetración de internet. El teletrabajo dejó de ser una promesa para convertirse en una realidad para muchas personas, y nuevas especializaciones como la del community manager han irrumpido con fuerza. Por otro lado, debido a que los costos laborales han ido creciendo en todo el mundo, las empresas están cada vez más abiertas a contratar a especialistas por proyecto, por un tiempo definido o, incluso, contra éxito.En este nuevo escenario, analizaremos algunas de las profesiones más demandadas en los próximos años:

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Hacia la disrupción educativa en la era del Aprendizaje Aumentado...
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Think CERCA: Online platform designed to empower teachers to personalize literacy instruction across disciplines

Think CERCA: Online platform designed to empower teachers to personalize literacy instruction across disciplines | Edumorfosis.it | Scoop.it

ThinkCERCA was built by and with teachers. We’re here to help educators spark courageous thinking in their classrooms and prepare young minds for college and career.


ThinkCERCA provides teachers with the tools to navigate new education standards and assessments, from personalized learning to data tracking. Plus, our standards-aligned, differentiated close reading and argumentative writing lessons allow teachers to do what they do best—interact directly with students to inspire a passion for life-long learning.

ThinkCERCA rests upon a proven framework that gets students prepared for tomorrow’s ever-changing world. Test or no test, critical thinking is a crucial component to getting kids career and college ready. Our lessons support students in reading and analyzing all sorts of texts across content areas with a critical-thinking lens. The CERCA Framework teaches students how to: make claims, evaluate evidence, explain their reasoning, develop counterarguments, and choose words that will appeal to their audience. What’s more, the framework strengthens speaking and listening skills through peer-to-peer discussion and debate.

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[eBook] El vademécum de las Profesiones Digitales 2015

[eBook] El vademécum de las Profesiones Digitales 2015 | Edumorfosis.it | Scoop.it
En este estudio se pretende abrir camino hacia el conocimiento de las nuevas disciplinas profesionales en el ámbito digital y que ocupan posiciones clave en las empresas del siglo XXI y que por su importancia son necesarias
conocer.

Las empresas tienen que atraer este nuevo talentoo bien formar internamente a sus profesionales en las nuevas competencias con el objetivo de aprovechar las grandes oportunidades que ofrece la economía digital. Es por ello que el principal objetivo de este documento es ayudar a las empresas a definir los diferentes puestos profesionales digitales.

Este vademécum ofrece el perfil de 35 de las profesiones digitales más demandadas hoy día por las empresas, analizando el objetivo principal o misión de cada uno de los puestos, sus funciones o tareas principales y las competencias que son necesarias para que las organizaciones puedan adaptarse a los constantes cambios que afectan a los diferentes ámbitos del mundo digital.

Es importante señalar que para todas las posiciones o puestos de trabajo especificados es recomendable un buen nivel de inglés, capacidades comunicativas, trabajo colaborativo, facilidad para afrontar nuevos retos, formación especializada o experiencia equivalente y formación continua.
Respecto al vademécum del 2014 se han incorporado 10 nuevas posiciones y dos nuevos ámbitos digitales debido a la rápida evolución del mundo digital y la idiosincrasia de cada empresa y de los profesionales que las conforman.

Es por ello, que este vademécum, como su nombre indica, evoluciona en función de estos aspectos y de la capacidad de adaptación de las empresas a un entorno digital en constante cambio siendo actualmente nueve los ámbitos digitales analizados. Un claro ejemplo de ellos son las profesiones digitales relacionadas con marketing digital, el Big Data o el Internet de las cosas. Según un artículo recientemente publicado en la revista Forbes actualmente en España hay ciertos indicios sobre el incremento de la demanda de profesionales de Analítica Digital y Big Data en las diferentes industrias. Esta demanda se refleja con claridad en EEUU donde cinco sectores industriales aglutinan el mayor número de ofertas de trabajo que requieren conocimientos de Analítica y Big Data.
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Start-ups thrive in creative co-working spaces, finds Regus study

Start-ups thrive in creative co-working spaces, finds Regus study | Edumorfosis.it | Scoop.it
Research from global workplace provider Regus has revealed that the two most popular reasons for choosing co-working spaces are the opportunity to meet likeminded workers from different firms (82%) and to network (80%).

The research, which interviewed more than 44,000 business professionals from 100 countries, including 349 respondents in Hong Kong, also highlights how businesses regard co-working as a cost-effective alternative (79%), especially when compared to fixed-office leasing.
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Posibilidades ubicuas del ordenador portátil: percepción de estudiantes universitarios españoles

Posibilidades ubicuas del ordenador portátil: percepción de estudiantes universitarios españoles | Edumorfosis.it | Scoop.it
Entre los estudiantes universitarios todavía se encuentran alumnos pseudoanalógicos, estudiantes que utilizan las TIC siguiendo la lógica, estructura y utilidades de los recursos formativos previos a la digitalización de los contenidos, universitarios capaces de seguir los esquemas formativos de la Web 1.0, red estática que transmite información y conocimiento de manera unidireccional (Santos, Etxeberría, Lorenzo, & Prats, 2012). Estos alumnos están capacitados para crear su propio modelo de estudiante (Tabuenca, Verpoorten, Ternier, Westera, & Specht, 2013) y su propio modelo de desarrollo profesional (Tabuenca, Verpoorten, Ternier, Westera, & Specht, 2012) diseñándolos ambos, casi, al margen de la influencia de los medios.

Los estudiantes pseudoanalógicos, en su mayoría, no han querido, podido o sabido desarrollar suficientemente una alfabetización multimodal (González, 2013; Bautista, 2007), una alfabetización multimedia (Esteve, Esteve, & Gisbert, 2012), una alfabetización digital (Gisbert, 2013; Area, Gutiérrez, & Vidal, 2012; Travieso & Planella, 2008) o una alfabetización mediática (García-Ruiz, Ramírez-García, & Rodríguez-Rosell, 2014; Area, 2012; Aguaded, 2012) que les permita tomar parte activa en la sociedad del conocimiento como prosumidores (Aguaded & Sánchez, 2013; Villalustre, 2013; Khan, 2012) pero sí como simples consumidores.
Edumorfosis's insight:

Esta investigación demuestra lo que hemos estado planteando hace un tiempo: Las computadoras, tablets y móviles inteligentes NO fueron creados para utilizarse en el aula. Las tecnologías convergentes NO SIRVEN para enseñar la clase magistral del docente tradicional. Tampoco, la tecnología llegó para rescatar la Educación. Esta debería utilizarse más para empoderar a los usuarios en su proceso cognitivo, creativo, investigativo y social. Grabar la clase magistral en el formato digital es lo mismo que se hace en el aula física. Y más, cuando el lapso de atención de un Millennial o Gen Z es de tan solo 8 minutos. Pedirle a los estudiantes que accedan conferencias de 60 minutos o más, es perpetuar el formato de escolarización pasiva de los aprendices.

La tecnología convergente no encaja en el aula tradicional. En cambio, deberíamos comenzar a integrar la sala de clases a la tecnología para que los estudiantes se apropien de las plataformas, sistemas, formatos, recursos, herramientas, servicios web y aplicaciones que más les convenga en la creación de sus redes de conocimiento aumentado. 

De nada nos sirve que el Sistema Educativo invierta millonarios presupuestos en una tinfraestructura tecnológica que solo sería utilizada en un alua encapsulada. Que los estudiantes condicionen su aprendizaje al horario lector de la escuela/universidad. Y que las actividades instruccionales estén dirigidas a buscar información y a contestar las preguntas de sus educadores. Esas son prácticas cognitivas de orden inferior. Los estudiantes necesitan utilizar la tecnología para investigar, crear, elaborar, codificar, programar, construir, diseminar, debatir, compartir, comunicar y crear redes de aprendizaje...

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[Infographic] How I'll be learning in 2016

[Infographic] How I'll be learning in 2016 | Edumorfosis.it | Scoop.it
It’s that reflective time of year again. It’s now that educators like me consider what will define our approach to teaching and learning in the next 12 months. It’s made more reflective where I live, as the New Zealand school year runs February to December, so I’ll be starting with new classes in a few weeks.

So, here we go! Everyone else is producing target lists for 2016, so why not me. I don’t assume that my 5 personal focus points for next year are a definitive description of the perfect education, but it’s where I’ve got to and what I’ll be focused on with my students. I also want to highlight that none of the 5 explicitly mention technology. Our future-focused system in NZ has pushed many of us beyond the need to overtly talk about tech as an isolated topic.

I’m busy at the moment writing my book on teaching in New Zealand and why it’s the best system in the world. One of the many points I am raising in this book is how free I am, as an NZ teacher, to focus on these important issues and skills, having not been given a standardised list of content by the government that I must cover. Over here, it’s the teachers that maintain and develop what should be taught. Look out from my book next year if you want to know more.
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Education vs Learning

Education vs Learning - The Synapse - Medium
Most of us are very familiar with the left side of this graphic. We went to school, university, or some other formal education, and we are largely familiar with the rules of engagement. You listen to the teacher, stick it out, jump through the hoops and get your reward in the form of an accreditation. While many people flourish in this system, many others don’t. It remains the basis for most formal education around the world.

The current paradox is that while the price of education is rising exponentially in most countries, the cost of learning is actually trending towards zero — with millions of great learning materials freely available online. As we move forward, the process of testing against a standardised curriculum will increasingly be challenged by a new collective opportunity to learn anything we want, as well as choosing the content, time, teacher and device we want to learn with.
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Using Technology for Transparency

Using Technology for Transparency | Edumorfosis.it | Scoop.it
I try to accept criticism well. When a person is in a position to make decisions about policies, budgets, and priorities, getting 100 percent agreement is impossible—even unwise. George Patton is reputed to have said, "If everyone is thinking alike, then somebody isn't thinking."

What I don't like is when colleagues disagree with a decision on the basis of information that's inaccurate or just plain fabricated. Education leaders can minimize the probability of this happening by being as transparent as possible.
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Learner-Centered Disign

Learner-Centered Disign | Edumorfosis.it | Scoop.it

The concept of ‘average’ has failed us in many different aspects of life – most notably in our educational institutions. (emphasis mine) I can’t overemphasise how useless I was at school. I didn’t fit in, and couldn’t keep up and was left convinced that I was lazy and dumb. Not seeing any benefits from remaining in education, I left school aged 16. But then something happened: beginning life as entrepreneur, no longer forced to focus of subjects I had no interest in, I turned my attention to things that I could see the relevance in and that I was passionate about. My brain opened up, and so did my world.



Via Juanmi Muñoz, juandoming
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Las tecnologías dejan de ser disruptivas!

Las tecnologías dejan de ser disruptivas! | Edumorfosis.it | Scoop.it
No existe más espacio para la nostalgia. Estamos viviendo, de la forma más vertiginosa, incierta y estimulante, el paso a esa “sociedad del conocimiento” hipertecnologizada y en red, donde el conocimiento estratégico es el principal recurso económico. Esa cibersociedad multicultural, globalizada y cosmopolita, donde los cambios sociales son masivos y trepidantes y donde lo que no funciona entra rápidamente en total obsolescencia. Un giro de paradigma frente a lo que conocemos como realidad tan radical y alucinante, mejor dicho, más,como el que quizá se vivió en el paso de la Edad Media al Renacimiento.
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Carlos Rodrigues Cadre's curator insight, February 7, 7:55 AM

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Flipping Your Classroom

Flipping Your Classroom | Edumorfosis.it | Scoop.it

With many teachers finding that flipping their classroom makes for more engaging lessons and discussions in class, it’s no wonder that it is one of the growing trends in education. Whether you teach early elementary, advanced academics in high school, or any level in between, you may find that it is a great fit for your class as well. Depending on the needs and maturity of your students, the tools you use can vary. What works for one grade level may not be the best match for another. As you evaluate tools for use in your flipped lesson cycle, consider the following questions:

  1. Is this tool free for my students to use, user-friendly, and offer customization to best fit their learning needs?
  2. Does the tool offer me (as the teacher) a variety of ways of interacting with the students, such as a quick feedback loop, data collection options through quizzes, and ways to extend and/or differentiate the information for students who need additional (or different) information?
  3. If the tool uses videos, which platform can it pull from (YouTube, Google Drive, Vimeo, etc.)? And, do my students have access to that platform?

Now that you have several questions to help you evaluate flipped tools, let’s take a look at several. Below are a few of my favorite to recommend. These have a fairly simple learning curve for the teacher and have some nice features that you can take advantage of for free.

Edumorfosis's insight:

Invertir las actividades del aula para tecnologizar la escolarización tradicional ya no es suficiente. Lo ideal sería INVERTIR LOS ROLES.  El FlipClassroom resulta ser una idea educativa innovadora, pero promueve que el estudiante siga siendo un ente pasivo en el proceso de aprendizaje. Si queremos fomentar el aprendizaje significativo, tenemos que convertir a los estudiantes en protagonistas de su propio proceso de aprendizaje. Empoderémoslos para que se conviertan en inventores, creadores, científicos, investigadores, diseñadores, evaluadores, comunicadores...  #FlipRoles not #FlipClassroom


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Comparación de las principales teorías del aprendizaje en eLearning

Comparación de las principales teorías del aprendizaje en eLearning | Edumorfosis.it | Scoop.it

Esta wiki consiste en una visión comparativa de las teorías del aprendizaje más importantes, como son la teoría conductista, la teoría cognitiva, la teoría constructivista y la teoría conectivista.

Trataremos acerca de sus autores, características y de su aplicación en las TICs, entre otras cosas, aprovechando al máximo las posibilidades de interacción que nos ofrece el recurso educativo de la wiki, en el que podemos trabajar en grupo de forma colaborativa, así como insertar videos, presentaciones o hacer referencia a otras páginas de información relevante.
Para avanzar o cambiar de página deberéis pinchar en la tabla de contenido que observaréis en todo momento a vuestra izquierda.


Via Net-Learning, Jon Altuna
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SMRK's curator insight, June 18, 2015 12:58 PM

¿Qué puntos en común y qué diferencias existen entre las principales teorías del aprendizaje en e-learning? Compartimos una wiki que te resultará útil.

Mack Cervamirc's curator insight, June 25, 2015 3:02 PM

Ejemplo claro!

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The printed word at electric speed

The printed word at electric speed | Edumorfosis.it | Scoop.it
In tribal organizations, influence often comes through kinship. It still does with certain royal families. In institutions, power is exerted through the hierarchy. It is positional. Even today, in a market-dominated society, many people are their institutional job title, and feel naked without it. But those who exercise power through markets can often throw off their job titles and not worry about their formal qualifications, as long as they deliver the goods (and services).
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Informe Horizon 2016

Informe Horizon 2016 | Edumorfosis.it | Scoop.it
Las seis tendencias claves que marcarán el futuro de la Educación Superior han sido precisadas por un grupo de 58 expertos que formaron parte del Informe Horizon 2016. El mismo incluye hallazgos basados en encuestas realizadas sobre el futuro de la Tecnología Educativa. El resultado final consiste en la presentación de seis importantes desafíos y seis importantes desarrollos de la tecnología en el contexto educativo superior.

Los participantes de este estudio tienen la esperanza de que la investigación realizada ayude a diseminar las decisiones que las instituciones educativas están tomando para mejorar, apoyar y ampliar la enseñanza, el aprendizaje y la investigación creativa en la educación superior a nivel global.

A continuación, se presentan los seis desarrollos de la Tecnología Educativa correspondientes al informe 2016:
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La educación en 2030

La educación en 2030 | Edumorfosis.it | Scoop.it
Para 2030, todos los educandos habrán adquirido los conocimientos, las competencias, los valores y las actitudes que se precisan para construir sociedades sustentables y pacíficas, mediante, entre otras, la educación para la ciudadanía mundial y la educación para el desarrollo sostenible: meta 5 de los Objetivos del Desarrollo Sustentable (2016-2030).


La UNESCO, en el marco de los Objetivos del Desarrollo Sustentable (2016-2030), plantea siete metas específicas para la educación. A tres de éstas les falta todavía el porcentaje que debe de alcanzarse para el año 2030. Idealmente sería el 100 por ciento, como se plantea en las otras cuatro metas. A reserva de conocer el porcentaje preciso transcribo aquí la siete metas:

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What To Do On Twitter: 50 Ideas For Teachers

What To Do On Twitter: 50 Ideas For Teachers | Edumorfosis.it | Scoop.it
  1. Send a link.
  2. Express an opinion.
  3. Follow innovative thought leaders.
  4. Stalk conversations between people you respect.
  5. Retweet a helpful link.
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What do modern learners actually want from your eLearning courses?

What do modern learners actually want from your eLearning courses? | Edumorfosis.it | Scoop.it
Consumers of corporate training and eLearning (aka. Your learners) are changing – fast. Their priorities, training needs, and methods of learning are diverging from the well-beaten paths we've mapped out in the past.

So, as you're probably wondering from the title, what do 2016's learners want? Well, we're glad you asked...


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Carlos Rodrigues Cadre's curator insight, Today, 7:24 AM

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Nanodegree Programs for Jobs in Technology | Udacity

Nanodegree Programs for Jobs in Technology | Udacity | Edumorfosis.it | Scoop.it

Udacity is education with an end goal: YOU, in demand. A Nanodegree program is how you get there. It is both curriculum and credential, built in partnership with leading edge companies like Google, AT&T, Autodesk, Cloudera, Salesforce, Amazon, Facebook, and more. We believe there is no better way to establish your hireability and demonstrate your skills than to be certified with credentials created and endorsed by those organizations whose talent standards both define the modern workforce and inform all contemporary hiring and recruiting.

Edumorfosis's insight:

Los NanoGrados se han convertido en una plataforma Educativa para los aprendices de esta era.

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The 2016 Manifesto

The 2016 Manifesto | Edumorfosis.it | Scoop.it
  1. Online can be the privileged mode. Distance is a positive principle, not a deficit.
  2. Place is differently, not less, important online.
  3. Text has been troubled: many modes matter in representing academic knowledge.
  4. We should attend to the materialities of digital education. The social isn’t the whole story.
  5. Openness is neither neutral nor natural: it creates and depends on closures.
  6. Can we stop talking about digital natives?
  7. Digital education reshapes its subjects. The possibility of the ‘online version’ is overstated.
  8. There are many ways to get it right online. ‘Best practice’ neglects context.
  9. Distance is temporal, affective, political: not simply spatial.
  10. Aesthetics matter: interface design shapes learning.
  11. Massiveness is more than learning at scale: it also brings complexity and diversity.
  12. Online teaching need not be complicit with the instrumentalisation of education.
  13. A digital assignment can live on. It can be iterative, public, risky, and multi-voiced.
  14. Remixing digital content redefines authorship.
  15. Contact works in multiple ways. Face-time is over-valued.
  16. Online teaching should not be downgraded into ‘facilitation’.
  17. Assessment is an act of interpretation, not just measurement.
  18. Algorithms and analytics re-code education: pay attention!
  19. A routine of plagiarism detection structures-in distrust.
  20. Online courses are prone to cultures of surveillance. Visibility is a pedagogical and ethical issue.
  21. Automation need not impoverish education: we welcome our new robot colleagues.
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Social Networks will help Education connect (Reid Hoffman)

Social Networks will help Education connect (Reid Hoffman) | Edumorfosis.it | Scoop.it
In education, people maintain unique identities and relationships, and optimal outcomes are key to one's overall quality of life. 
As such, it can benefit from the efficiencies, amplifications and accelerations that networks create.

To fully appreciate the value an education network can unleash, just think about the critical role that more general networks already play in how we identify important new ideas and innovations, and spread them faster. Ten-plus years ago, the key competitive edge to winning in business involved accessing information more efficiently than one's competitors. Those who did this were better informed, had more context and could see more clearly where things were heading.
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6 ways teachers are using Blended Learning

6 ways teachers are using Blended Learning | Edumorfosis.it | Scoop.it
The definition of blended learning is a method of learning that combines face-to-face and online instruction.

There are different types of blended learning. In general, this type of instruction empowers the teacher to work in a more collaborative manner during class time, which allows for a more efficient school day with the intent on greater student learning. Technology tools that are now available to teachers can be overwhelming, but below are six simple ways to incorporate blended learning into the classroom.
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[PDF] Microlearning Techniques

[PDF] Microlearning Techniques | Edumorfosis.it | Scoop.it
As technological changes transform our everyday lives, we must address the influence technology has on how we learn and work. Whether it’s simply new habits or a total overhaul in the way we think, technology has changed the way we do our jobs and the way we look for information to help us do those jobs.

That is why companies need to adapt the way they train employees. Micro- learning can help organizations adjust to this change in the way employees learn. AllenComm’s CEO Ron Zamir says microlearning is more than a trendy buzzword. “It’s a response to growing learner and workplace complexity,” he says. “As technology changes more quickly, it’s allowed us to incorporate microlearn- ing faster than any other transforma- tion in our approach to education.”

As learners become more informed, and have more control over when, where and how they access informa- tion in their day-to-day lives, your employees and customers expect a similar level of access and control in their training. Employees also have expanding job responsibilities and are being expected to do “more wit more.” Microlearning can serve more personalized and relevant informa- tion closer to the point of need. By using micro elements in your curricu- lum, learners are able to choose only what is most relevant to their job and experience level – ultimately creating a personalized experience.

Microlearning is an important modal- ity for you to consider when develop- ing your training strategy. You can empower learners and drive produc- tivity by expanding access to focused, relevant content. With the large amount of information we are expected to know to be e ective at work, microlearning helps by letting learners engage with what they need to and easily look up the rest.
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6 new EdTech tools for teachers

6 new EdTech tools for teachers | Edumorfosis.it | Scoop.it
Educational Web Tools is a section we created in this blog a year ago where we periodically feature new releases in the world of educational technology. The purpose is to keep teachers abreast of the latest technology out there. This month’s collection comprises some very promising applications that might have some added value to your teaching toolkit. Check them out below and share with us what you think of them.
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The Sharing Age

The Sharing Age | Edumorfosis.it | Scoop.it
Imagine the possibilities of a world in which we are able to make trusted connections between a near-infinite number of people. A world in which transaction costs, time and distance are reduced to almost nil. A world that is instantly available from a smartphone, anywhere, anytime.

This global revolution, enabled by databases, search engines and connectivity, has begun. It’s allowing mankind to break free from the limits of the past. We start doing what we do best: collaborating and sharing, at an unprecedented scale — a significant untapped potential for sharing is unlocked on a whole new level, creating value for all.

Thanks to platforms that connect peers and enable the creation of interpersonal online trust, individuals are suddenly empowered to share goods, knowledge, money, skills, network, content, etc. They regain their ability to contribute more directly to society and the economy, but on a global scale, redefining relationships between economic and social actors along the way.

We are at the dawn of a new era, the sharing age, which impacts all dimensions of our relationships with others.
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¿Qué pasa con la Escuela TIC?

¿Qué pasa con la Escuela TIC? | Edumorfosis.it | Scoop.it

La Revista CUADERNOS DE PEDAGOGIA (nº 462, Sección Monográfico, Diciembre 2015) acaba de publicar un número monográfico denominado "¿Qué pasa con la escuela TIC" coordinado por Jordi Adell y Manuel Area.

En el 2010 se implanta el programa Escuela 2.0. ¿Qué queda de este proyecto cinco años después?, ¿qué se hizo bien?, ¿y qué se hizo mal? Pero, sobre todo, ¿en qué punto estamos y hacia dónde vamos?, ¿qué tendencias caracterizan la integración de las TIC en la educación escolar actual? Este monográfico busca dar respuesta a estas y otras cuestiones, con aportaciones teóricas y experiencias prácticas, desde los distintos ámbitos implicados en la incorporación de las TIC en la escuela.


Via manuel area, Jon Altuna
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We don’t need better leaders

We don’t need better leaders | Edumorfosis.it | Scoop.it
“Why is everyone so hung up on Leaders, Leadership and Leadership courses – it’s what gets us into a mess. Think banking, politics, sport…” – Donald Clark

If all you have is a hammer, then every problem looks like a nail. If all you know is hierarchical leadership by virtue of one’s position, then all solutions are in the hands of the CEO. Conversations with 150 CEO’s only yield ‘CEO thinking’.
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