The increasing presence and relevance of Information and Communications Technology (ICT) in learning scenarios has imposed new demands on teachers, who must be able to design new learning situations while relying on the growing supply of available digital resources. One of the fields that more urgently needs to utilize the potential benefits of ICT to transform learning is sustainability, and more precisely the development of sustainability competences (SCs). Indeed, wider societal changes are needed that ensure a balance between economic growth, respect for the environment, and social justice, and these changes must start with individual action, knowledge, and the capacity and willingness to act (i.e., the definition of “competence”). However, although there is a wide consensus on the fact that education should ensure the acquisition of competences for life, making this a reality may be more problematic. This difficulty stems, partly, from a lack of a definition of the intervening elements (knowledge, skills, values, attitudes) that enables the integration of competences into specific learning sequences and activities. Taking into account all the above and the difficulties that teachers face in choosing relevant resources and incorporating competences into their planning, we propose a series of indicators that serve to characterize the four dimensions of scientific competence: contents of science, contents about science, the value of science, and the utility of science in educational materials. Although primarily intended for filtering multimedia resources in an educational platform, this instrument (as well as the indicators therein) can be extrapolated to the selection and management of a variety of resources and activities, eventually selecting those that are more useful for the acquisition of the scientific competence. They can also provide learning-managers with a common ground to work on by sharing the objectives and indicators related to the acquisition of competences.

Sustainability Teaching Tools in the Digital Age

The development of professional practices during the university stage is a fundamental factor for quality skills development. For many students, it is the first real experience in a professional context, so continuous monitoring by teachers is necessary. This article presents an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters’ in Psychopedagogy and Special Educational Needs using a learning management system (LMS) (Blackboard). The experience was developed by a team of teachers from the departments of Didactics and Educational Organization and Research Methods and Educational Diagnosis of the University of Seville (Spain). The aspects to be studied are the development of communication, reflection, and collaborative learning processes during the internship period. After an explicit agreement, 24 students (10 from the course “Professional Practices I” in undergraduate students; and the others from the Master’s) committed to periodically using the blog designed ad hoc for this experience. A content analysis of the speeches posted on the blog was carried out, examining the changes, the advantages, and the disadvantages that this model entailed. It allowed observing similarities and differences between both groups of students. As the main conclusion, there were some differences between the two groups of students, regarding the number, type, and contents of interventions; there were no differences in the assessment of the methodology, all the students thought that it was a very positive assessment of the experience for generating information exchange networks among colleagues and teachers. Finally, the relevance of constant monitoring of the academic tutor was highlighted.

Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog

Current network society and inclusive schools needs an specific training for teachers, focused intercultural education and in cultural diversity and identity. In the educational field, it is understood that the intercultural model is the most adequate to manage diversity and train critical citizenship. The objectives of this study are to define what active methodologies are (cooperative and collaborative), and to define their function within the framework of teacher training for interculturality. In this way it will be possible to guarantee that the training is: of a technical-pedagogical type, of procedural and / or methodological type, focused on the active learning of the students, and on a teaching approach based on competency-based learning. All of them are basic aspects for teacher training for interculturality.

https://dialnet.unirioja.es/descarga/articulo/6828732.pdf

Metodologías cooperativas y colaborativas en la formación del profesorado para la interculturalidad

El uso de las tecnologias en el aula suponen un valor anadido al proceso educativo. No obstante, el acto de ensenar y aprender en la etapa de Educacion Infantil requiere no solo de la introduccion de los recursos novedosos en las aulas educativas, sino que es fundamental comenzar todo el proceso a partir de una fundamentacion pedagogica que justifique su implementacion didactica en el contexto donde aprenden, desaprenden y re-aprenden  el alumnado de Educacion Infantil. Este es el trabajo que se esta llevando a cabo en el CEIP Maruja Mallo y que presentamos en este articulo, ya que el profesorado cree que el cambio metodologico y de paradigma debe iniciarse en edades tempranas, donde se haga visible el uso de metodologias activas. El proposito de esta experiencia recae en el buen uso de diferentes recursos tecnologicos, por parte del alumnado de Educacion Infantil, como la pizarra digital y la tablet, que redunden no solo en el logro de las competencias generales y basicas de las diferentes areas de conocimiento (Matematicas, Lengua, …) sino tambien en el empleo de aquellas competencias transversales (comunicacion, interaccion social, educacion en igualdad de oportunidades, corresponsabilidad con los otros, afectividad, …) que van a favorecer el desarrollo integral de su personalidad, y les va a  habilitar para un  aprendizaje permanente a lo largo de su vida.
Abstract
The technologies in classroom are value added in learning. However, the introduction of new technologies in classrooms is not enough to educate in the stage of preschool, but it’s necessary start with the pedagogical argument that justifies their didactic implementation in the context where they learn, unlearn, relearn the preschool children. This project which has been done in CEIP Maruja Mallo, and we present in this article that the teachers believe in the methodological change, and the paradigm should start in the early ages, where the use of active methodologies becomes visible. The purpose of this research, it is good use of different technological resources in preschool children, for example Interactive whiteboard and tablet. This purpose will help improve general and basic competences (Mathematics, Language …) also in the use of transversal competences (Communication, social interaction, equal education, co-responsibility with others, affectivity ...) these will favor the integral development of their personality, and will enable them for lifelong learning throughout their lives.

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Utilización de tablets en Educación Infantil: un estudio de caso

The learning experience carried out in a blended environment with 51 psychology students is reported in the fourth semester Sociocultural Theory course at a Mexican public university. A research based on design was conducted, focused on the development of skills to learn to learn and the techno-pedagogical design of personal learning environments mediated by digital technologies. The construction of electronic portfolios of the students that functioned as an integrating strategy for the entire intervention design and as evidence of the lessons learned are highlighted. The results are discussed in terms of the techno-pedagogical mediation offered and the pedagogical devices used. It is concluded that the experience conducted allowed students to advance in a better understanding of the psychologist's professional identity and in the appropriation of digital technologies for professional practice.

/pdf/la-mediacion-tecnopedagogica-para-la-formacion-profesional-11fka3oe8j.pdf

La mediación tecnopedagógica para la formación profesional de psicólogo: una experiencia de diseño educativo

Metodologías activas para la formación con tecnologías

Los modelos de uso de las tecnologías para la evaluación de los aprendizajes en el practicum en las facultades de ciencias de la educación en España: Encuestando a los gestores

María Beatriz Páramo Iglesias

Papers

Metodologías activas para la formación con tecnologías

Los modelos de uso de las tecnologías para la evaluación de los aprendizajes en el practicum en las facultades de ciencias de la educación en España: Encuestando a los gestores