Universidad del Valle de Orizaba

Masters in Educational Administration

Evaluation of Educational Institutions
Assessment of Competence in Information and Communication Technologies for Teach
er of the Universidad del Valle de Orizaba
Mr. Ramon Antonio Aragon Mladosich July 2008
1. Introduction We live in an era in which the information applied to the areas
of production, distribution and management is revolutionizing the conditions of
the economy, trade, the basis of politics, global cultural communication and how
life and personal consumption. This new cycle has been called: the Information
Society because it is information that now leads the emerging global economy. Th
ere are major political, economic, social and educational course and origin of t
hese changes within the Information Society is the Internet and the development
of Information and Communication Technologies. Our students have a more active p
articipation in the use of these technologies every day use: cell phones, I-pods
, virtual environments such as Hi-5 video games X-Box, Hotmail, etc. This change
s not only behavior but also their appreciation of the surrounding world and the
role of school in their own learning process, so the school should not be left
behind in this new Information Society. The strategy developed in this paper aim
s to propose a model for assessing teacher competence in Information Technology
and Communication, using performance standards, knowledge and attitudes, this as
sessment is not intended to be the only means by which teachers are inserted int
o of ICT's, but in other countries has been a tool to assess the state who are t
eachers themselves and for the University to set training objectives in this are
a. The work is only the theoretical part is raised, requiring validation in the
practice of it, something that has to play through educational research. What ar
e the standards for assessing teaching skills, What to measure?, What model we u
se, What is required? These are questions that try to answer in this paper.
2. Origins and history of the school to assess the Universidad del Valle de Oriz
aba was born on September 5, 1988, in order to meet the increasing demand for hi
gher education in central Veracruz state, Mexico, and emerged as "Institute of S
tudies of the Valley of Orizaba. " In 1991, the Ministry of Education gave offic
ial recognition of the Study (RVOE) for the programs offered at Superior. At tha
t time and due to growth in 1993 the Institute was transformed into what is now
the "Universidad del Valle de Orizaba" (Universe), imparted from that date the f
irst Graduate Program: Specialization in Taxation. In 1995, he began the educati
onal service to high school level, with the launch of "Bachelors Valle de Orizab
a." In August 2002 work began on campus Univ Cordoba, located in the Cordoba roa
d Km 1.5 - Sabana Larga, Congregation of The Light, The Palotal, offering Higher
Education (Undergraduate and Graduate) and Higher Secondary Education shortly.
After a failed attempt, began its run on campus univ-Guadalajara in 2002 - offer
ing degrees in Computer Systems Engineering and Law. This campus is located on t
he street Huitlacoche No. 1724, corner of Avenida Lázaro Cárdenas, Fracc. July 8
, in the building of the National Union to jointly Brewer, has been on loan to t
he Universidad del Valle de Orizaba to the campus hostel in Guadalajara. It favo
rs education for workers and their children, attending also to the general publi
c. In 2005, before the demand for quality basic education in the region of Oriza
ba, was born the "Private Elementary del Valle de Orizaba, Orizaba attached to t
he campus, based it on the same values and principles that underlie the life of
our school community . The mission is pparticipar in the formation of its studen
ts, promoting harmonious development of their academic skills and research, alwa
ys committed to their surroundings and able to successfully face the challenges
life presents. University's vision is to provide the best education options for
cover and diversity of globalization, growing at a steady pace in breadth and de
pth, enhance corporate image and continuously strengthening our educational,€rem
ain at the forefront in the use of learning technologies and integrate with inst
itutions that fit in with our principles and goals.
3. Specification of aspects to evaluate We are witnessing a new generation, whic
h is strongly identified and familiar with the use of technologies. It has been
named as the Generation N or as the generation of digital natives. Its main feat
ures are: a) Students surpass their teachers in the field of ICTs and have easie
r access to data, information and knowledge circulating in the network. b) They
live in a culture of interaction, the communication paradigm is based on interac
tivity using instant half that is customized as the Internet. Teachers are being
trained, they will meet with students who belong to a new digital generation, i
n which the information and learning are no longer relegated to the walls of the
school, or are supplied by Professor exclusively. The main problem of teachers
in the digital generation, today's society is changing very rapidly. The teacher
s have formed and are forming a culture and a vision of the meaning of their pro
fession that has changed (Gros and Silva, 2005). Therefore, it is necessary to i
ncorporate into teacher education programs, a series of elements related to the
integration of ICT into teaching and learning processes that prepare educators t
o present scenarios offered by ICT and those expected for the future, in the sho
rt, medium and long term. Teachers must be trained and experience in educational
environments that make innovative use of ICT, since the technology can be used
to reproduce traditional pedagogical practices. However, it is to get students c
an also experience new teaching practices as the most interesting use of technol
ogy in education is to support innovative ways of teaching and learning. The use
of virtual learning environments during periods of training, discussion forums
between students, webquests, etc.., May be methodological strategies that promot
e integration. For the evaluation of teachers Silva (2006) that we can use: a. T
he standards should provide indicators to assess the degree of development of ce
rtain basic skills. b. The skills, understanding that it is an observable and me
asurable behavior that allows assessing the degree of performance in both cognit
ive, affective or attitudinal partner.
The competencies serve to define the indicators necessary to establish the stand
ards. Thus, ICT standards to be established is based on the competencies that mu
st be met by a teacher. The same author tells us that there are two types of sta
ndards in ICT: The focus on technological skills and focus on teaching skills fo
r the integration of ICT's. In the latter case not only refers to the level of t
echnological management, but also the pedagogical approach that allows the adopt
ion of technology for teaching and learning. This paper aims to deal with the sk
ills standards for teachers in information technologies and communication under
the latter scheme: the management computer, in school management, teacher profes
sional development on the ethical, legal and social issues and finally in the ed
ucational.
4. Justification or rationale for the project or proposal live in an age in whic
h the information applied to the areas of production, distribution and managemen
t is revolutionizing the conditions of the economy, trade, the basics of politic
s, communication global cultural and lifestyle and personal consumption. This ne
w cycle has been called: the Information Society because it is information that
now leads the emerging global economy. The increase and complexity of the proble
ms that promotes the Information Society is perhaps more noticeable in higher ed
ucation; Argudín (2001) notes that this is due to three factors: 1) 2) 3) global
ization. For the internal changes that have had to make the universities due to
the explosive growth of students, teachers and administrators. But above all, th
at is the student graduated from the University which will face the new challeng
es of supply and demand and because it has to solve new problems of choice, anal
ysis and use of information.
Added to this, not least, the Organization of the United Nations Educational, Sc
ientific and Cultural Organization, UNESCO;€Published in: ICT Competency Standar
ds for Teachers (2008), states: "Traditional educational practices training of f
uture teachers and do not contribute to acquire all these skills to teach their
students and to be able to help develop skills necessary to survive economically
in today's job market. "So it is necessary to develop new educational schemes a
nd guidelines that respond not only to students in the twenty-first century but
also to teachers in the XXI century. A study that corroborates the statement by
UNESCO Argudín and is reported by Díaz-Chao (2008) in Spain, by the National Ins
titute of Statistics, which shows that wages depend on the knowledge intensity o
f the activity made by the company and the intensity of the use of ICT's by the
worker. It may also include students of today are immersed in new technology and
the new company to be users of forums, chat's, e-mail, cell phones, I'pods, X-B
ox and PlayStations so use the new technology is no stranger However, taking the
skills and the use of ICTs at the University there is the question: Are they qu
ality? The answer is not simple as the concept of quality emerges from industria
l production systems, although their use has spread and expanded in many areas,
including
education and has become a universal value to be achieved in all areas of care n
eeds and human rights. As an attempt to unify the criteria of quality of product
s and services emerging standards, which have proliferated with globalization to
a competitive market that requires guarantees of what is offered. The standard
work "as conditions of satisfaction that users establish and which serve as refe
rences for formulating a trial." Alvarado et al (2003) and can be used to determ
ine the level of that: a) Only a few reach it, standards of excellence b) be ach
ieved by all, basic standards and may relate to the state of the art disciplines
or official curricula, they can refer to empirical distributions (criterion-ref
erenced) or ideal results (refer to standard.) Scales (2000). However, the discu
ssion about standards in education is recent, 1996, reported by Alvarado et al (
2003), and there is no consensus idea of what in practice can and should be, in
reality coexist different interpretations of what should be international, natio
nal or regional. As if he agrees, is that educational standards refer to a certa
in level of education and quality of education. Based on the above, we can summa
rize that: The Rise of Tic'sy the Information Society, have created a dynamic th
at should be considered when educating at the university, this dynamism is refle
cted in the new challenges the student and the teacher must face, so it should b
e developed in skills for working in Tic's managing and developing most of their
learning activities and teaching in such environments. Due to the importance of
evaluation of teaching skills in information and communication technologies, th
is paper reviews some models and develops assessment that considers could be ada
pted to the particular conditions of teachers at Valley University Orizaba
5. Models Tics competency assessment in schools; models exemplify the main model
s that exist. There are several approaches to assess ICT skills in teachers, all
of them are based on standards that are formed, largely, by the following proce
dure, Alvarado (2008): a. b. Consortia and institutions integrate information, r
equirements and experiences of educational institutions, government, industry an
d users. Once compiled the information, the experts prepare the technical specif
ications, which will detail a set of instructions on how each component must be
designed, developed and used. Are implemented benchmarks. Specifications are use
d to develop prototypes for users and institutions test the content, tools and s
ystems. Finally, if the specifications are shown to be valid and widely accepted
after a trial period, are referred to bodies undertaking accreditation standard
s for approval as international standards.
c.
d.
The following table summarizes the main models for the evaluation of ICTs in tea
ching€shows the agency that promotes the purpose, the focus of their standards o
r reference standards and is available for consultation. Of the agencies listed
here is worth noting the model developed by UNESCO since contemplates aspects th
at no other models, such as the degree of integration of information technologie
s and communication that the teacher is acquiring, from an initial or basics deg
ree of Tics, the second level or depth of knowledge and a third level or generat
ion of knowledge and on the other hand considerate type: Curriculum evaluation,
pedagogy, ICT, organization and administration and training of teachers. In addi
tion to consultation is free, a situation that many standards are not.
Tic International Standards for Teacher Education
AGENCY
OBJECTIVE
APPROACH
REFERENCE
ISTE International Society of Technology Education
Teacher gives the references for creating interactive learning environments
Integrating those skills and pedagogical techniques, organized into an itinerary
that includes a training school and ends with a long training in life
Ministry of Education (2006)
QTS Standards for the award of Qualified Teacher Status (UK)
Established as part of a national curriculum, focuses on the relationship with c
urriculum areas such as English, math, science and ICT own learning.
It is organized around three themes that involve know, teach and reflect on prof
essional practice
Ministry of Education (2006)
EUROPEAN Pedagogical ICT (European Community
Prove pedagogically reasons, the level of teachers and the use of ICT, in order
to contribute to an improvement in teaching practices.
Integrates an operational perspective and a pedagogical, for which is based on t
he proposed development and adaptation of contextualised in the classroom. Their
mode of work is organized into compulsory and optional virtual character
Ministry of Education (2006)
INSA (Colombia)
Improved training of teachers from their own teaching practice, providing guidan
ce for proposals for ICT innovation
Articulated curriculum objectives with those operating performance around more f
ocused on the cognitive and their implementation in activities with students
Ministry of Education (2006)
AUSTRALIA
Standard which seeks to establish what kind of skills and abilities must have a
teacher to enter the education system ...
Consider operational and educational categories, broken down by use skills and d
ecision making in a context trainer
Ministry of Education (2006)
UNESCO
Framework for public policy to establish links between ICT and education ...
Developed in an array with two axis, the horizontal degree of progress to be ach
ieved and the vertical indicators of curriculum, pedagogy, ICT, organization and
administration and training of teachers.
Ministry of Education (2006)
ISO International Standardization Organization
Promote the development of standards with a view to facilitating the internation
al exchange of goods and services and develop mechanisms of cooperation in the i
ntellectual, scientific, technological and economic.
It does not create standards or technical specifications that define learning ob
jectives, cultural conventions or to learn specific content.
Alvarado (2003)
CEN European Committee for Standardization
Promote harmonization in order to lower trade barriers, promote safety, allow in
teroperability of products, systems and services
Issues regulations on technical aspects of the transmission, processing and use
of information.
Alvarado (2003)
ARIADNE
Alliance of Remote Instructional and Distribution Networks for Europe
Support the operation, general use of tools and ICT-based technology ...
Create, modify and manage courses and curricula. Support creators of educational
material.
Alvarado (2003)
PROMETEUS
Promoting Multimedia Access to Education and Training in European Society
Improved training of teachers from their own teaching practice, providing guidan
ce for proposals for ICT innovation
Articulated curriculum objectives with those operating performance around more f
ocused on the cognitive and their implementation in activities with students
Alvarado (2003)
IEEE Institute of Electrical and Electronics Engineers (U.S.)
Contribute to the advancement of theory and practice of electricity, electronics
, communications and information processing, including vocational training.
Develop technical standards and practice guides for learning technology
Alvarado (2003)
ComputerBased AICC The Aviation Industry Training Committee (EU)
Develop technical specifications for managing the course modules of computer ass
isted learning within the community of aviation training.
Develops the most widely accepted interoperability standards that apply to compu
ter-based training and on the Web.
Alvarado (2003)
IMS Instructional Management System (U. S.)
The adoption of specifications that enable content and distributed learning envi
ronments from multiple authors can work together. To this end, the project will
produce a technical specification and a proof of concept prototype
Develop strategies to make use of learning technologies, modernize education, to
education and promote cooperation between government, industry and academia, to
develop the standardization of online learning.
Among the standards developed are: as a learning resource metadata, content pack
aging, test for interoperability, data exchange between different systems, among
others.
Alvarado (2003)
ADL Advanced Distributed Learning Network (U. S.)
Opera laboratories: an operational command responsible for the internal communic
ation network, another for the purpose of promoting collaboration of prototypes
and systems and the other from an academic point of view, evaluates the material
s and proposed function as a means of teaching and learning.
Alvarado (2003)
6. Framework.
Computational Management Category
Ethical and Legal Education Professional Development School Management
Standards includes the main concepts associated with ICT at a general level demo
nstrates knowledge and skills in the use of the basic functions of a personal co
mputer and operating system shows a set of skills associated with using a word p
rocessor, as a tool to generate different types document shows a set of skills a
ssociated with using the spreadsheet as a tool for tabulating, processing and pl
otting various types of data. It shows a set of skills associated with the use o
f the presenter, as a tool for multimedia presentations includes some of the con
cepts and terms associated with Internet use, use Internet applications to acces
s and search information understand some of the concepts of communication throug
h Internet and use various tools (email, forums, chat) to communicate know the l
egal implications associated with the use of technology (licensing, intellectual
property, security develops materials to support teachers' administrative tasks
Develop resources to support the overall management of the establishment Stays
current on developments in computer education Share experiences and products use
d in their teaching practice with peers. Learn about the implications of using t
echnologies in education and their ability to support their curricular designs a
nd planning sector activity pedagogical use of ICTs for support teaching and lea
rning processes in the ICT sector Usa curriculum in preparing material to suppor
t their classes in order to improve
They use ICT teaching practices in their teaching curriculum to support learning
for students selection, exploration and evaluation of technological resources f
or inclusion in their teaching practices reflect and evaluate the results obtain
ed in the design and implementation of activities that use technology Category M
anagement Computational consists of a set of standards and indicators for teache
rs to take ownership of the tools necessary to learn basic computer and peripher
al equipment, properly handle productivity tool and use the resources and Intern
et services. . The educational aspect is related to: a) Understand uses of ICT i
n education, b) Plan for ICT integration; c) Building materials; d) To select an
d evaluate software, and e) Implement activities with pupils using ICT. In relat
ion to category management activities are related to the use of ICT to support a
dministrative tasks of teachers and administrative support in schools. Professio
nal Development category which is associated with two standards: a) Staying curr
ent on educational computing, and b) Share experiences, The Legal and Ethical As
pects category is related more to the legality of the content and the ethical us
e of resources.
7.€Purpose of the evaluation The use of performance standards is an important co
ndition for the University to respond to the expectations that society places on
them and this is more evident when these Estadero are about teaching skills in
Information Technology and Communication. It is also a necessary condition for t
he University itself to ensure that its students and teachers develop the best p
ossible tasks and activities at the school. The objective of this evaluation is
to provide a mechanism for teachers to assess their knowledge, skills and attitu
des related to the use of Information and Communication Technologies in their cl
asses. It also serves as a means of evaluating teachers did the University and a
s a motivational mechanism for the development of ICT's in college.
8. Evaluation methodology Below are a series of tables on the five dimensions or
aspects to evaluate: teaching Dimension, Dimension, dimensions of school manage
ment and legal ethical dimension of professional development dimension. This tab
le sets the standard and competence to assess and address this standard. The com
petencies will be assessed for evidence of product performance or evidence as ap
propriate.
1. Design Dimension Educational strategies with the use of ICT in all phases of
teaching-learning process that are relevant to school context, developing critic
al and reflective use.
Standards
1.1 Know the implications of using technology in education and their ability to
support their curricular sector
Competencies
1.1.1 Analyzes and reflects on the incorporation of computer technology in the e
ducational environment and curriculum in their field, discriminating how and whe
n to incorporate the use of ICT in teaching practice through the implementation
of updated research on education and technology use as frame of reference. 1.1.2
. Learn about different methodological strategies for the integration of technol
ogy into their curriculum sector as project-based learning, collaborative learni
ng, learning based on problem solving, Webquest, etc. 1.1.3. Know the strengths
and weaknesses of educational experiences in their curriculum area making use of
ICT resources, which are obtained from various sources in print and / or digita
l.
Evaluation
1.2
Use of ICT in planning 1.2.1. Translated his mastery of the objectives of the co
urse to the teaching process planning documents and electronic learning to enabl
e their efficient management, modification and update 1.2.2. Build planning docu
ments that are shared among the teachers of its establishment to develop a consi
stent scheme. 1.2.3. Makes necessary changes to electronic documents and manages
planning for dates 1.2.4. Plan a pedagogical strategy for ICT in each subject b
y determining the selected materials 1.2.5. Prepare a simple version of the plan
ning for students and their families in an electronic document that allows chang
es and updates. 1.2.6. Plan instructional strategies for students with
.
2. Technical Dimension Future Teachers demonstrate a mastery of the skills assoc
iated with general knowledge of ICT and management productivity tools (word proc
essing, spreadsheet, presenter) and the Internet, developing skills and lifelong
learning skills new hardware and software.
Standards
2.1
Competencies
Evaluation
Manages the concepts and functions 2.1.1. Identify basic concepts and components
associated with the core associated with the use of ICT and information technol
ogy in areas such as hardware, software and networks. 2.1.2 personal computer. M
anages the information necessary for the selection and acquisition of technologi
cal resources such as computer (Ram Memory, HDD, CPU,. Etc.) Printer, digital ca
mera, etc.. 2.1.3. Use the OS to manage folders, files and applications. 2.1.4.
Manage resource use in a local network (printers, folders and files, settings).
2.1.5. Apply safety measures and risk prevention in the operation of technologic
al equipment and human health. 2.1.6. Continuously updated knowledge regarding t
he development of information technologies and new applications.
2.2
Use productivity tools (word processor, spreadsheet, presenter) to generate diff
erent types of documents
2.2.1. Use the word processor for creating documents of high quality, ready for
distribution. 2.2.1.1.€Use spelling and produce documents protected (read only)
and work (versions). 2.2.2. Uses word processing resources such as tables, pictu
res and images within a document. 2.2.3. Use the spreadsheet to process data and
report results of numerical and graphical.
4. Ethical and Legal Dimension Identifies and understands ethical and legal issu
es associated with digital information and communications over data networks (pr
ivacy, software licensing, intellectual property, information security and commu
nications.
Standards
4.1 Identify and understand ethical and legal issues associated with digital inf
ormation and communications over data networks (privacy, software licensing, int
ellectual property, information security and communications.
Competencies
4.1.1. Recognizes the ethical and legal issues associated with digital informati
on such as privacy, intellectual property, information security. 4.1.1.1. Unders
tand the ethical use of information and knowledge published by others on the Int
ernet for quoting its authorship. 4.1.1.1.1. It ensures that the student has not
committed plagiarism or fraud situations in their schoolwork. 4.1.1.1.2. Think
critically with students about plagiarism and fraud of information. 4.1.2. Under
stands legal and ethical implications of the use of software licenses and respec
ted.
Evaluation
4.2
4.1.3. In the school community promotes the legal and ethical use of computer ap
plications and information available in different formats. Learn about the aspec
ts related to 4.2.1. Analyzes the impact of ICT in different areas of impact and
role of ICT in the form society. understand and promote inclusion in the Societ
y of 4.2.2. Provides equitable access to technological knowledge resources. ever
yone promotes the development of students 4.3.1. Use the materials for their stu
dents to do critical thinking and reflective inferences appropriate to analyze i
nformation gathered in cyberspace. 4.3.2. Request and establish criteria on the
information
04/03
5. Professional Development Dimension deepens and is committed to your learning,
using ICT as a tool of integration and professional involvement while maintaini
ng a continuous improvement process in their practice and strengthen a professio
nal high performance development.
Standards
5.1 Deepen and committed to their learning, using ICT as a tool of integration a
nd professional involvement while maintaining a continuous improvement process i
n their practice and building a high performance professional development. Updat
ed voluntarily participating informally in discussion forums of professional sub
jects.
Competencies
5.1.1. Creates and maintains a list of sites relevant to their teaching activiti
es and professional and personal development. 5.1.2. Evaluate and select new inf
ormation resources and technological innovations as a basis for the adequacy of
their educational practices. 5.1.3. Use the national and international education
al portal as an access to digital resources validated by experts who can enrich
your teaching. 5.2.1. Access to information sources for the update on educationa
l computing, such as electronic journals, educational portals, participating in
listservs and discussion forums. 5.2.2. Participates in opportunities for reflec
tion and exchange of experience on the design and use and implementation of educ
ational experiences with information technology and communication. 5.3.1. Plan y
our own itinerary seeking training through ICT to be constantly updated. 5.3.1.1
. Reasons, validates, and participates in training (classroom, virtual or mixed)
on issues of innovation tecnológica.plicadas the teaching profession. 5.3.1.2.
Reasons, validates, and participates in training through the use of ICT (e.learn
ing / blended learning) on issues associated with different educational discipli
nes. 5.3.1.3. Make self-study and reflection practices using ICT. 5.4.1. Communi
cates and open spaces offering its reflection
Evaluation
5.2
5.3
Formal training has been operating its own institution, or national and internat
ional level using ICT.
5.4
Actively engaged with other
3. Dimension School Management Teachers make use of ICT to support their work in
the administrative area, both teaching and management of its support to the man
agement of the establishment.
Standards
3.2
Competencies
Evaluation
Using the technologies to support 3.2.1.€Use productivity software to develop ad
ministrative material related to their teaching function (letters to the adminis
trative and teaching tasks. Parents, report cards, records of notes, schedules,
brochures, posters, etc.).. 3.2.2. Uses Internet services to support administrat
ive tasks regarding their teaching. 3.2.3. Use computer resources to develop and
manage databases to support their students' administrative processes. 3.2.4. Us
e Web sites or computer systems for search tasks and management information spec
ific to their teaching function. 3.2.5. Uses resources provided by communication
technologies, to establish a permanent contact with students, parents and educa
tion community. 3.2.6. Reports and records the students' academic development us
ing ICT. 3.2.6.1. Record your observations and student work in electronic docume
nts to allow them to update, transfer and accessibility. Expected Performance
• • •
Daily attendance records of ICT to improve efficiency using the procedure Add th
e objectives, content and activities of their classes by using ICT resources rec
ords all abnormal situation according to the Regulations
9. Implementation procedure for the evaluation process will follow the following
schedule:
Develop a plan for meeting
Product Evidence
Develop a checklist on the requirements of the session
Product Evidence
Check the existence and functioning of the resources required for the session
Performance Evidence
Develop Plan Session
a) Request the previous design of the course: To consider the letter descriptive
of the training course prepared to teach. Taking into account the targets set f
or the course and learning outcomes. b) Include in the document to make: Objecti
ves of the meeting. Thematic content. Duration of the session. List of supportin
g material to use.
• List of human requirements, materials and equipment. • Specification of the ac
tivities to be developed. • List of instructional techniques to use. • Specifica
tion of the evaluation form, when applicable, criteria, and
purpose.
• Description of the profile of the participants. • Description of the knowledge
and skills required to take
the course.
• List of general data of the course. • Place of instruction.
Checklist
a) Request the previous design of the course: To review the list of requirements
for the session included in the letter of instruction. b) Ensure that correspon
ds with the provisions of the plan meeting. Verify that the requested material c
orresponds to the number of course participants. Verify that are included in the
list all required equipment.
Check Operation and Performance Resources
Use the checklist developed in the previous step. Perform this step before the s
tart of each session.
1) Make the frame
a) Facilitate the learning process in group 1) Techniques group b) Manage the eq
uipment and materials
2) Developing the content of the tutorial session and plan
c) Make adjustments to plan meeting
2) Motivation
d) Synthesizing developed thematic content
3) Group dynamics
Throughout the course KINDNESS
e) Communicate your progress participants 3) To the end of the course
4) Principles of adult education
1) Keep eye contact when involved participants.
f) Conduct the group to the formulation of implementing commitments
5) learning domains
2) Modular tone of voice when addressing the participants.
g) Suggest to the wider group courses
PERFORMANCE EVIDENCE
KNOWLEDGE EVIDENCE
EVIDENCE OF ATTITUDES
a) call for the design of the course, see tutorial session and plan and perform
the frame: According to the course objective. According to the methodology speci
fied in the planning. b) Make the frame at the beginning of the course. Include
the presentation of the course and plan of session. Present the learning objecti
ve to be achieved.
1. Full Perform (Performance)
c) Integrating group participants in the frame. Create a participatory environme
nt. Conform to the expectations of the course. Agreeing on the rules of operatio
n and participation. Make the apprenticeship contract.
2. Developing the Content of Instruction Guide and Session Plan (Performance)
a) Facilitate the learning process of the group permanently in all sessions. Tak
ing into account the objective of the course. Under agreements made with partici
pants during the frame.€According to the dynamics of the participants as a: b) M
anage the equipment and teaching aids: The manufacturer's instructions. Teaching
recommendations.
c) Make adjustments to the Session Plan taking into account: The results of the
assessments are implemented and progress of the group. The instructional guide.
d) Synthesizing developed thematic content: At the end of the training session.
Considering the achievements and what needs to be filled to complete the agenda.
e) To communicate their progress to the participants: According to the results o
btained in the assessments. With regard to meeting the learning objectives. Prov
iding guidance for achieving the objectives were not achieved yet. f) Conduct th
e group to the formulation of implementing commitments: As with the general and
specific objectives. Including action. Specifying how to measure them. Their dat
e of compliance.
g) Suggest to the wider group courses: In accordance with the interests of the p
articipants. Reporting on how to access them. Usually related to the subject of
the course taught.
3. Perform the Closing of the Course (Performance)
• Conduct involving the closure of the group. • Conduct a general summary of cou
rse content. • Indicate the achievement of expectations. • Indicate the achievem
ent of objectives.
10. Staffing resources, infrastructure and organization required to develop skil
ls in evaluating information and communication technologies for teachers. Materi
als and Equipment Resources Concepts Markers Whiteboard whiteboard Computer Chai
r Canyon Table Classroom Resources Infrastructure Human Resources Internet Stude
nts (Teachers) Teacher Evaluation Unit Unit Unit Unit Controller TBD
Varies according to number of students varies according to the number of student
s varies according to the number of students
Measure
Number
Unit Unit Unit Unit Unit Officers
February 1 January 1
Varies according to number of students varies according to the number of student
s
Unit Unit
January 1
The material, equipment, infrastructure and human resources needed by teachers i
n their assessment of competence must establish themselves in the session plan.
11. Schedule of Activities and Budget
Activities 1. Presentation of the project to the authorities of the University 2
. Authorization 3. Setting Date, teachers took the assessment and requirements 3
. Training of History Teachers ICT Competency Standards General Inventory Invent
ory deliverables s overall performance make inventory to demonstrate general kno
wledge assessment instruments 4. Evaluation of teaching staff in May. Check
Time 1 hour 2 hours
25 hours
6. Results
2 hours 1 hour per teacher teaching a week of testing
The assessment of skills in Information and Communication Technology for Teacher
s has a cost of $ 3,000.00 per teacher, requiring a minimum of 10 and a maximum
of 20 per session. The cost includes 25 hours of training to teachers in standar
ds of assessment, in completing deliverables, the performance tasks and the know
ledge to prove. The time marked on the timetable for assessment and verification
of each teacher and all written material necessary for the evaluation and deliv
erables.
12. Provisions for monitoring and controlling the process for the evaluation pro
cess and recommended the following: a. b. c. d. e. f. That the University set th
e criteria for selecting the teacher to take the assessment. Teachers communicat
e the decision to invite the University of the assessment. Discuss the teacher e
valuation is voluntary. The University shall devote the time required by the tea
cher for evaluation. The University will allocate a physical place and have ever
ything necessary for evaluation. Once completed and approved the evaluation proc
ess, the University design and implement a monitoring system in place for the ac
tivities that teachers do with students. University teachers must provide the in
frastructure, equipment, software and / or any material for their performance in
course work for on-site compliance standards.
g.
Talking about the integration of information and communication technologies at t
he University is necessary to reflect on three major dimensions of innovation or
change, García (2007), which, regardless of the assessment of teaching skills,
will affect, Organizational culture the University itself, the training and prof
essional development of teachers,€(Point touched in part by the evaluation) and
explicit support of the university administration. 1. Changes in the educational
objectives and the design of the teaching / learning. 2. Changes in the roles o
f teacher and student, and 3. Changes in the organizational structure of the uni
versity.
. .
13. Conclusions and recommendations Today's teachers must be prepared to offer s
tudents enriched learning opportunities in ICT's. Be prepared to use them and ho
w these technologies can support student learning must become integral skills of
each teacher professional repertoire. It is not thought to modernize university
education by introducing ever more sophisticated and new media, but to assess t
he educational possibilities of the media in relation to the goals and objective
s to be met. The reflection is made on Tic'sy its evaluation should be focused o
n thinking about how and in what sense these means benefit to potential users, w
hat they represent in the curriculum, how learning, attitudes, skills, etc., Can
promote the students, without losing sight, of course, the citizen and professi
onal society demands. That is, its potential lies not only in their attributes,
in the goodness or quality technical and pedagogical design or certification of
competence of the teachers but within the framework of pedagogical method under
which it is inserted and used didactically. In this dynamic, knowledge, percepti
ons and attitudes that teachers have the means will become crucial factors for t
heir integration into the curricular process. In light of the above, we can say
that the success of the changes in the universities located in the Information S
ociety, depends largely on: 1. 2. 3. Commitment of teachers to the change itself
that causes the integration of Information Technologies and Communication With
the support it provides to the University in meeting their training needs and ab
ove all make possible the implementation
These processes are framed and formed through the evaluation of Entic's competen
cies for teachers.
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