THE USE OF THE INTERNET IN EDUCATION UNESCO IITE.

THE USE OF THE INTERNET IN EDUCATION

UNESCOIITE

Aims and outcomes Time required

Target audience

ResourcesBrief description of running activity

structure and techniques

Special requirements for classroom organizationAspects of coordination and supportIdentification of roles and responsabilities

Evaluation-Self evaluation

This course covers a fashioned topic. It tries to show a way to use efficiently Internet in education.It is directed to the teachers offering them an opportunity to favor their permanent training process, and it tries to help them and to guide them on the possibilities of Internet in their educational task.

The course is carried out via Internet, on line in a Web. Therefore, it is necessary to have an Internet connection and to have some elementary knowledge on how to use Internet. Anyway, the course guarantees the navigation just by simply following the instructions that are provided.

Its content is basic and

introductory. The course tries to achieve the

following objectives:

To introduce the educational personnel in the use of the

Internet in education, by helping them to know its didactic

possibilities in the educational context and by showing them

practical applications carried out in Internet.

To help the educational personnel be located critically in Internet

looking for new solutions, discovering elements for their

permanent training and using it to develop educational projects.

To teach to learn via Internet by regarding it as an instrument for

the personal development and revealing its sense and its aim for

the human activity.

The course presents some didactic units that can be implemented in about fifty hours. The units cover topics about Internet.

In the introduction, the topic is approached in its global and theoretical aspect, then, it covers practical questions on the use of the Internet in education.

There are three training areas:

The adaptationof the educationalpersonnel to the

didacticmethodology and the

evaluation of theireffectiveness;

The awareness of thepossibilities

of Internet to improve the

educational task;

The advantages ofInternet when creating

new learning environments.

Regarding each one of these three areas, some orientations and concrete experiences are shown by the UNESCO Training Center of San Sebastián.

A resolved commitment will discover new procedures and resources to make the teaching be more effective and to invigorate the educational vocation.

ASPECTS OF COORDINATION

AND SUPPORTThe curriculum is a group of activities,

methods, experiences and contents that can

help people to use Internet efficiently.

That is to say, obtaining, selecting and

visualizing information, as well as using

it critically and valuing the effectiveness

of its use in the teaching and the learning

tasks. This can be achieved by developing

an information suitable for Internet.

IDENTIFICATION OF ROLES AND

RESPONSABILITIES

The training via the Net foments

the personal autonomy, the self-learning

and the self-training capacity, as well as

the self-regulation capacity and the

self-evaluation of the learning processes.

Also, the educational personnel will find

Internet an instrument for obtaining resources.

The running activity structure: Tries to:

To develop the communication function of

Internet by presenting diverse applications, such

as, for example, the electronic mail,

cooperative projects, debates and forums, Web;

To highlight the informative function of Internet by presenting

their possibilities to obtain documents and

didactic resources through texts and

multimedia, articles, videotapes, services, people, companies,

institutions;

To favor the didactic function of Internet by

showing its capability for the realization of

tutorships, for the on-line access to didactic materials, to visit tele-libraries, to enter in

virtual campus.

I Block: : Internet: a new

paradigm

The cultural change in the digital era.

E-mail. Tutelages.

Internet: to be educated and to be trained.

Distribution list.

Electronic magazine.

SUBJECTS

I Block: Internet a new paradigm

Internet: a educational learning way..

Chat.Chat. Virtual Virtual

Secretaryship.Secretaryship.

Examining the pedagogic effectiveness of Internet..

Web.Web.

SUBJECTS

II Block: II Block: The UNESCO and the

new technologies

The Delors Report

Virtual Virtual campuscampus.. Virtual city.Virtual city.

SUBJECTS

– KnowledgeKnowledge

– UnderstandinUnderstandingg

– Learning Learning

– AwarenessAwareness

ApproachesApproaches

ApplicationsApplications

DiscoveryDiscovery

RealizationRealization

IdentificationIdentification

ParticipationParticipation

– Personal workPersonal work– Analysis Analysis

– Diagnosis Diagnosis – Prospective Prospective – Definitions Definitions

– Review Review – ReminderReminder

Evaluation – Self-evaluationEvaluation – Self-evaluation

–Services and systems Services and systems of Internet. of Internet.

–Instruments for the use Instruments for the use of Internet.of Internet.

– To contrastTo contrast

– To relateTo relate

– To identifyTo identify

– To compareTo compare

– To createTo create

– To jointTo joint

– To pick upTo pick up

SPECIAL REQUIREMENTS FOR

CLASSROOM ORGANIZATION

The course on the use of the Internet in education moves along the space – time coordinates of Internet. And these coordinates conditionthe educational practice. Hence, the time dedicatedto each didactic unit depends on the own useraccording to his/her self-training and self-learningnecessities. Anyway, the following chart can beused as an orientation when performing the task.

EVALUATION– SELF-EVALUATION

The Evaluation – Self-evaluation is an inseparable and an important part of the

teaching and learning process, amending it, modifying it or confirming it.

The Evaluation – Self-evaluation must be a systematic and permanent activity and it must be integrated inside the educational process, so

that:

EVALUATION– SELF-EVALUATION

To improve this process To help To guide To criticize the plans To revise the programs To re-think methods and resources.

EVALUATION– SELF-EVALUATION

In the course on the use of the Internet in education, the evaluation is qualitative, not quantitative, and it tries:

To value the student's yield, determining if he/she has achieved the objectives and in what degree.

To diagnose learning difficulties.

To guide the learning for an easier and more efficient way.

To improve the plans and the work techniques by means of a continuous revision and critic, based on the evaluation of the results.

EVALUATION– SELF-EVALUATION

The areas of the evaluation process are: The knowledge in the information levels, understanding, application, analysis and synthesis capacity and valuation. The aptitude and attitude.

EVALUATION– SELF-EVALUATION

The evaluation instruments in the cognitive level are:

Free tests that outline problems whose solution should be found in Internet.

Objective tests on memory, fulfillment, coupling, ordination, analogy, interpretation, etc.

Practical performance tests in which it is necessary to carry out a certain activity.

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