Un problema habitual, no específico de la Universidad de Granada, es articular debidamente la docencia e investigación educativa con los centros escolares de su zona. Algo tan lógico como que la Facultad de Medicina no tuviera relación orgánica con los hospitales o centros de salud, tanto para potenciar la mejor medicina como para experimentar nuevos …
Són moltes les evidències que mostren que el professorat constitueix l´element fonamental per al bon funcionament dels centres educatius, el factor que més influència té sobre la qualitat de l´educació escolar. La influència d´altres factors pot fer que un sistema escolar estigui per sota de la categoria del seu professorat; el que no pot succeir, però, és que la posició del sistema sigui superior a la dels seus docents; ells marquen el llistó fins on es pot arribar. No és estrany, doncs, que aq
In its basic and simplest definition, blended learning is an instructional methodology, a teaching and learning approach that combines face-to-face classroom methods with computer mediated activities to deliver instruction. The strengths of this instructional approach is its combination of both face to face and online teaching methods into one integrated instructional approach.
Teaching Information Fluency describes the skills and dispositions of information fluency adept searchers. Readers will receive in-depth information on what it takes to locate, evaluate, and ethically use digital information. The book realistically examines the abilities of Internet searchers today in terms of their efficiency and effectiveness in finding online information, evaluating it and using it ethically. Since the majority of people develop these skills on their own, rather than being taught, the strategies they invent may suffice for simple searches, but for more complex tasks, such as those required by academic and professional work, the average person’s performance is adequate only about 50% of the time. The book is laid out in five parts: an introduction to the problem and how search engine improvements are not sufficient to be of real help, speculative searching, investigative searching, ethical use and applications of information fluency. The intent of the book is to provide readers ways to improve their performance as consumers of digital information and to help teachers devise useful ways to integrate information fluency instruction into their teaching, since deliberate instruction is needed to develop fluency. Since it is unlikely that dedicated class time will be available for such instruction, the approach taken embeds information fluency activities into classroom instruction in language arts, history and science. Numerous model lessons and resources are woven into the fabric of the text, including think-alouds, individual and group search challenges, discussions, assessments and curation, all targeted to Common Core State Standards as well as information fluency competencies.
I recently got an iPad Air, which I absolutely love! It’s great for surfing the net, posting on social media and answering emails. First thing in the morning will find me snuggled on my sofa with a cup of tea, iPad Air in hand. Tables and smart phones mean that mobile learning anywhere, anytime is now a reality. I was very dubious about the first generation of mobile devices and sceptical of those who raved about their potential for learning. Remember palm tablets? Nasty gritty small screen and not a very intuitive interface.
This paper documents the development and findings of the Good Practice Report on Technology-Enhanced Learning and Teaching funded by the Australian Learning and Teaching Council (ALTC). Developing the Good Practice Report required a meta-analysis of 33 ALTC learning and teaching projects relating to technology funded between 2006 and 2010. This report forms one of 12 completed Good Practice Reports on a range of different topics commissioned by the ALTC and Australian Government Office for Learning and Teaching (OLT). The reports aim to reduce issues relating to dissemination that projects face within the sector by providing educators with an efficient and accessible way of engaging with and filtering through the resources and experiences of numerous learning and teaching projects funded by the ALTC and OLT. The Technology-Enhanced Learning and Teaching Report highlights examples of good practice and provides outcomes and recommendations based on the meta-analysis of the relevant learning and teaching projects. However, in order to ensure the value of these reports is realised, educators need to engage with the reports and integrate the information and findings into their practice. The paper concludes by detailing how educational networks can be utilised to support dissemination.
Keywords: technology; learning and teaching; higher education; best practice
El artículo describe un estudio desarrollado entre docentes de Educación Secundaria Obligatoria acerca de su nivel de conocimiento y uso de programas de detección de plagio académico. A la vez, se presentan los datos relativos a un análisis de eficacia y fiabilidad de diversos programas de detección de plagio. Los resultados obtenidos por la investigación llevada a cabo ponen de manifiesto un alto desconocimiento y un uso muy residual de los programas antiplagio por parte de los docentes de secundaria. Se trata éste de un campo en el que urge desarrollar medidas basadas en la conjunción de estrategias preventivas y de detección, formativas y reguladoras a nivel institucional en los centros educativos.
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