A map of assistive technology educative instruments in neurodevelopmental disorders
In: Disability and rehabilitation. Assistive technology : special issue, Volume 17, Issue 7, p. 738-746
ISSN: 1748-3115
98 results
Sort by:
In: Disability and rehabilitation. Assistive technology : special issue, Volume 17, Issue 7, p. 738-746
ISSN: 1748-3115
На основе анализа современных научных источников и нормативно-правовых документов дано определение термина «информационно-эстетическая воспитательная технология». Отмечены усилия государства и общества по созданию системы образования, ориентированной на использование новейших ИКТ с целью формирования всесторонне развитой личности. Обоснована необходимость базирования информационно-эстетической воспитательной технологии на положениях личностно-ориентированного подхода. Определены структурные составляющие информационно-эстетической воспитательной технологии и условия успешности ее реализации. ; The author defines the term «informational and aesthetic educative technology», analyzing the current scientific sources and legislation documents. The government's efforts to create an education system oriented on the use of new ICT in order to form the comprehensively developed personality are stressed. It is grounded that informational and aesthetic educative technology should be based on the concepts of student-centered approach. The components of informational and aesthetic educative technology and conditions of its successful implementation are determined.
BASE
In: Gerontechnology: international journal on the fundamental aspects of technology to serve the ageing society, Volume 19, Issue s, p. 1-1
ISSN: 1569-111X
In: Evaluation journal of Australasia: EJA, Volume 20, Issue 2, p. 103-108
ISSN: 2515-9372
Stakeholder values regarding a programme's worth and their own principles or standards can aid or impede an evaluation. The evaluator's challenge and responsibility is to successfully engage multiple stakeholder value orientations in the evaluation process. Stakeholder engagement is essential within evaluations of programmes aimed at broadening participation of underrepresented individuals and institutions in science, technology, engineering and mathematics (STEM). This article describes an educative approach to engage stakeholder values within evaluations of STEM research and education programmes funded by the U.S. National Science Foundation (NSF). Reflections and implications for evaluation theory and practice applicable to any STEM evaluation context, and more broadly to the field of evaluation, are discussed.
In the last fitty years, the remarkable development of digital technology, that has permeated practically all social, economic and cultural, political and technological realms is producing several phenomena that have a direct impact in education. In this paper, I discuss first, the fact that more and more we refer to digital technology as just 'technology", as if the rest of the many organizational, symbolic, artefactual and biotechnological developments were something "natural". Second, I refer to the rise and spread of technological solutionism in education and a growing discourse that sees every new digital technology as the arrival of the Promised Land, as the panacea to solve the problems of education. I go on analysing the collateral effects of this discourse in the educational practice, with an especial reference to persuasive technologies and Big Data. The article concludes with the request and the need for researchers, practitioners and education policy makers to avoid the temptation to solve a deeply 'wicked' problem such as education with simple solutions.
BASE
[ES] El contexto educativo vive una situación de cambio ante los nuevos modelos internacionales de aprendizaje como los MOOCs (Massive Open Online Courses), las tecnologías emergentes y ante la necesidad de cambio en contextos externos (crisis) e internos (revisión de las políticas docentes). Y ese cambio necesita poner en valor el compromiso de todos los actores relacionados con la formación: alumnado, profesorado y gestores. La formación y la innovación son valores por los que todos los gobiernos apuestan, como una salida a la actual situación de crisis y como una inversión para el futuro. En contextos competitivos, como la industria y la economía, la innovación se refuerza, se gestiona y se transfiere. Sin embargo, en los contextos formativos (universitario, empresarial y no universitario) existe un gran desconocimiento de los indicadores en los que se basa la innovación educativa tanto para la transformación de modelos, procesos e interacción con el alumnado como para su aplicación en los distintos contextos. Por todo ello, es hora de unir esfuerzos y analizar de forma conjunta la situación, para integrar el área de educación con el área de las tecnologías y para integrar la visión institucional con la del profesorado. El Congreso Internacional sobre Aprendizaje, Innovación y Competitividad, CINAIC 2013, cuya primera edición se celebró en 2011, es un punto de integración cuyo objetivo es favorecer la transferencia de conocimiento sobre innovación educativa y el tránsito a la investigación educativa, en diferentes contextos y a nivel internacional. En este monográfico se presenta una selección de trabajos presentados en CINAIC 2013 como método de continuar y prolongar esa transferencia de conocimiento. ; [EN] The educational context is living a situation of change due to the new international learning models and trends such as MOOCs (Massive Open Online Courses), emerging technologies and the need for change in internal contexts (review of teaching policies) and external contexts (economic crisis). This change needs to focus on the commitment of all actors involved in education: students, teachers and managers. Education and innovation are values that all governments are committed to as a solution for the current crisis and also as an investment for the future. In competitive contexts such as Industry or Economy, innovation is reinforced, managed and transferred. However, in learning contexts (university, business and non-university levels) there is a great lack of indicators in which educational innovation is based on, both for transforming models, processes and interaction with students and for applying them in different contexts. Therefore, it is time to join forces and jointly analyze the situation in order to integrate the educational area with the technological advances; also to integrate the institutional vision with the one of the teachers. The International Conference on Learning, Innovation and Competitiveness -CINAIC 2013- is a point of integration whose main aim is to promote the transfer of knowledge about educational innovation and the transition to educational research in various contexts as well as at international level. This special issue is composed by a selection of papers presented at CINAIC 2013 as a method to continue and extend its knowledge transfer mission.
BASE
In: ETD - Educação Temática Digital, Volume 7, Issue 1, p. 39-56
O artigo apresenta uma reflexão sobre a utilização cultural e educativa de um sistema digital de televisão como forma de promover o acesso à informação para a construção e transformação do conhecimento. Aborda as potenciais formas de uso dos recursos da televisão digital no contexto educativo, num momento que antecede à escolha do modelo tecnológico de referência para o país. Apresenta os padrões existentes e o movimento governamental na escolha do sistema brasileiro. A partir da pesquisa documental, o artigo reúne informações sobre as aplicações da televisão digital nesse contexto: a migração das emissoras para o novo sistema; o uso como repositório de programas culturais e educativos; a implementação de uma rede de intercâmbio baseada no suporte digital; além do protótipo de uso da TV Escola Digital Interativa, a proposta do SAPSA - Serviço de Apoio ao Professor em Sala de Aula e a possibilidade do documentário digital interativo enquanto exemplo de conteúdo educativo, pela apropriação dos recursos.
The article analyzes some educational policies, pedagogical practices, and the curricular development of primary education in Mexico from the disciplines of Communication/Education. The purpose is to understand that the inclusion of the use of technologies and media literacy in the national curriculum cannot be carried out without diagnoses and prior discussions. These reforms do not guarantee the development of the necessary level of competence needed by the men and women of the 21st century. For these educational reforms to be successful, they should be considered the content of the new curriculum and to eliminate the old educational practices. These reforms must address the present conditions of the country in accordance with an extensive social dialog and a wide social perspective. One can use examples such as the case of Enciclomedia; of the national curriculum evaluation named Enlace; and some contents of the Spanish program to contrast contradictions and successes of the educational policies in the development of democracy in Mexico ; El objetivo del este artículo es analizar, desde el campo de la Comunicación/Educación, algunas políticas educativas, prácticas pedagógicas y enfoques curriculares de la educación básica primaria en México, para comprender que la inclusión del uso de tecnologías y de la educación mediática en el curriculum no puede realizarse sin diagnósticos y discusiones previas. Este hecho no garantiza el desarrollo de las competencias necesarias para el desenvolvimiento del sujeto en el siglo XXI. Para que las reformas educativas sean exitosas, deben eliminarse los rescoldos de antiguas prácticas educativas; considerar las condiciones actuales del país y los nuevos contenidos curriculares, en articulación con los discursos sociales amplios, desde una perspectiva incluyente.Se toman como ejemplos el caso de Enciclomedia; de la prueba nacional de evaluación curricular Enlace, y algunos contenidos del programa de Español para contrastar contradicciones y aciertos de las políticas educativas para el desarrollo de la democracia en México. ; O objetivo deste artigo é analisar, desde o campo da comunicação/educação, algumas políticas educativas, práticas pedagógicas e enfoques curriculares da educação básica primária no México. Isto para compreender que a inclusão do uso de tecnologias e da educação midiática no curriculum não pode realizar-se sem diagnósticos e discussões previas. Este fato não garante o aperfeiçoamento das habilidades necessárias para o desenvolvimento do sujeito no século XXI. Para que as reformas educativas sejam bem sucedidas, devem-se eliminar os resquícios das antigas práticas educativas, e considerar as condições atuais do país e os novos conteúdos curriculares, na sua articulação com discursos sociais amplos, desde uma perspectiva inclusiva. «Nuevos lenguajes y nuevas alfabetizaciones, materia prima para la democracia»universitas humanística no.64 julio-diciembre de 2007 pp: 195-212 197bogotá - colombia issn 0120-4807Tomam-se como exemplos os casos da Enciclopédia, da prova nacional de avaliação curricular Enlace e alguns conteúdos do programa de Espanhol para contrastar contradições e acertos das políticas educativas para o desenvolvimento da democracia no México.
BASE
The science-technology and society approach (STS) underlines a consideration about science and technology as social phenomena. Its educative dimension can be manifested through the incorporation of the conceptual content, the means and didactic procedures according to its essence. To promote educative sceneries in the university, that propitiate the development of the political and ethic reflexive capacities, constitute the objective of this proposal. This enriches the repertoire of the teaching resources as a new way: the educative simulation, which helps the educative influence of STS and in the education in values. In the first phase, it is argument the inescapable relation between the two pretensions: to educate in values and STS. Then, it is offered the support for the development of a didactic model with a reflexive and constructive character in the teaching-learning process. It is highlighted what to understand for constructivism in general terms and in the didactic of sciences. ; El enfoque Ciencia- Tecnología-Sociedad (CTS) subraya la consideración de la ciencia y la tecnología como fenómenos enclavados en el entramado complejo de valores del contexto social. Su dimensión educativa puede manifestarse a través de incorporación del contenido conceptual, de medios y procedimientos didácticos acordes a su esencia. Promover escenarios educativos en la universidad, que proporcionen el desarrollo de las capacidades de reflexión política y ética, teórica y conceptualmente atinadas, constituye el objetivo de la presente propuesta que enriquece el repertorio de recursos docentes con una nueva vertiente: la simulación educativa, y que sirve en la confluencia de la educación CTS y la educación en valores. En un primer momento, se argumenta la relación ineludible entre ambos pretensiones de educar, -en valores y CTS-, para luego, encontrar los fundamentos para el desarrollo de un modelo didáctico de carácter constructivo-reflexivo en el proceso docente educativo, se precisa sobre qué entender por constructivismo en general y en la didáctica de las ciencias, como propuesta que considera la participación activa de los estudiantes en el proceso, en un espacio de investigación orientada.
BASE
In: Health and Technology, Volume 4, Issue 3, p. 289-294
ISSN: 2190-7196
La innovación educativa debe de oficializarse. Nos es sólo cuestión de unos pocos locos que no tienen otra cosa mejor a la que dedicar su tiempo que experimentar con las ideas y herramientas que los avances tecnológicos ponen a nuestro alcance. Las universidades deben reconocer y potenciar esas buenas prácticas innovadoras. Deben alinearlas con su misión y establecer estrategias que nos conduzcan a su cumplimiento. Pero la política interna de cada universidad debe basarse en unos fundamentos que la justifiquen y debe ser compartida por toda la comunidad universitaria. Así, este artículo se estructura en tres bloques. Un primer bloque, estrategias de mejora de la enseñanza+aprendizaje por medio de la tecnología, que establece esos principios sobre los que se sustenta la política de la Universidad de Alicante. El segundo bloque está dedicado a explicar la estrategia y política institucional de la Universidad de Alicante en el periodo 2005-2008, como algo ya establecido y pasado. El tercer bloque avanza el planteamiento y líneas estratégicas para el periodo 2009-2012. El artículo se cierra con unas reflexiones que nos permitan escarmentar de la experiencia y no cometer los mismos errores que han permitido a otros aprender y avanzar en la dirección correcta. ; Technological innovation has to be standarized. It is not just a few-freaks-game to kill boredom experimenting with new ideas and tools from technological advances. Universities must acknowledge and empower innovative good practices. They must profit from these practices and set up strategies to lead all of us to better accomplish their educational mission. However, internal policies of each university should be based on justified fundamentals and must be shared by all its community. This paper is divided in three blocks. The first one, strategies to improve teaching+learning through the use of technology, establishes the fundamentals where the University of Alicante lays on. The second one explains the strategy and institutional policies of the University of Alicante during 2005-2008 period, as something already stated and proven. The third block anticipates planning and master lines for 2009-2012 period. Finally, this paper closes with some deep thoughts not to forget lessons learnt and not to make already known mistakes, thus running the right way.
BASE
In: Knowledge: creation, diffusion, utilization, Volume 8, Issue 1, p. 59-78
Technology assessment (TA) is one model for synthesizing social science research and theory for policymakers. TA requires an unbiased assessment of social research presented in understandable and policy-relevant form. This article describes the conduct of three studies for the Congressional Office of Technology Assessment (OTA) concerned with psychotherapy, treatment for alcoholism, and the conduct of polygraph tests. The studies indicate the potential for systematic integrations of social research and their function in a political and policy environment. Review of these studies suggests that theory is critical in policy research and that social research, rather than a decision-making tool, can serve an "educative" function aiding policymakers to understand complexity.
La dislexia es una Dificultad Específica del Aprendizaje (DEA) que afecta principalmente a la capacidad lectora, aunque también puede manifestarse en la escritura. Su prevalencia se estima entre 5% y el 15%. Este libro electrónico describe los hallazgos de un estudio sobre el uso de la tecnología en el tratamiento y apoyo a estudiantes que presentan estas dificultades en diferentes países partipantes en el Proyecto Europeo Erasmus+ FORDYSVAR (España, Italia, Rumanía y Portugal). Además, incluye un banco de recursos educativos que pueden utilizarse como apoyo en la lectoescritura. ; Dyslexia is a Specific Learning Difficulty (DEA) that mainly affects reading ability, although it can also manifest itself in writing. Its worldwide prevalence is estimated between 5% and 15%. This electronic book describes the findings of a Delphi study on the use of technology in the treatment and support of students with these difficulties in different countries (Spain, Italy, Romania and Portugal). Finally, a list of educational resources that can be used to support reading and writing is included. ; This work has been co-financed by the Erasmus+ program of the European Union through the 2018-1-ES01-KA201-050659 project.
BASE
Una de las principales Dificultades Específicas del Aprendizaje es la dislexia. Esta publicación aborda la dislexia así y muestra las principales políticas educativas y estrategias de atención a las dificultades en la lectoescritura llevadas a cabo en los países partipantes en el Proyecto Europeo Erasmus+ FORDYSVAR (España, Italia, Rumanía y Portugal). ; One of the main Specific Learning Difficulties is dyslexia. This publication explains dyslexia in this way and shows the main educational policies and attention strategies for reading and writing difficulties carried out in the countries participating in the FORDYSVAR Erasmus+ European Project (Spain, Italy, Romania and Portugal). ; This work has been co-financed by the Erasmus+ program of the European Union through the 2018-1-ES01-KA201-050659 project
BASE
Este estudio es el resultado de una investigación que propone un plan estratégico pedagógico para fortalecer la enseñanza y el aprendizaje de la investigación formativa en un programa académico de ciencias administrativas en modalidad a distancia. El método investigativo se realizó a partir de una técnica cuantitativa que valoró el uso de las tecnologías del aprendizaje en ambientes virtuales, específicamente en los módulos de investigación formativa, tanto en docentes como estudiantes. Igualmente, se realizó una revisión documental que identificó políticas nacionales e institucionales de la investigación como estrategia de formación, así como tecnologías al servicio del aprendizaje, para culminar con una propuesta que potencialice el uso de las tecnologías de la información y de la comunicación (TIC) para la investigación en escenarios de aprendizaje virtual. Este plan vincula aspectos del macro-, meso- y microcurrículo como criterios relacionados con los componentes de comunicación, tecnología, pedagogía y gestión administrativa. ; This study is the result of a research that proposes a pedagogical strategic plan to strengthen the teaching and learning of formative research in an academic program of administrative sciences in distance-teaching mode. The research method was based on a quantitative technique that assessed the use of learning technologies in virtual environments, specifically in the modules of formative research, both in teachers and students. Likewise, we carried out a document review that identified national and institutional research policies as a training strategy, as well as technologies at the service of learning, to culminate with a proposal that strengthens the use of information and communication technologies (ICT) for research in virtual learning scenarios. This plan links aspects of the macro-, meso- and micro-curriculum as criteria related to the components of communication, technology, pedagogy, and administrative management. ; Cette étude est le résultat d'une recherche proposant un plan stratégico-pédagogique visant à renforcer l'enseignement et l'apprentissage de la recherche formative dans le cadre d'un programme académique de gestion en modalité d'enseignement à distance. La méthode de recherche est basée sur une technique quantitative évaluant l'utilisation des technologies d'apprentissage en environnements virtuels, en particulier des modules de recherche formative, à la fois chez les enseignants et les étudiants. Une analyse documentaire a permis d'identifier les politiques de recherche nationales et institutionnelles, les stratégies de formation et les technologies au service de l'apprentissage pour aboutir à une proposition permettant d'utiliser les technologies de l'information et de la communication (TIC) dans la recherche de scénarios d'apprentissage virtuels. Enfin, ce programme prend en compte les aspects macro, méso, et micro - curriculaires avec des critères relatifs aux composants de la communication, de la technologie, de la pédagogie et de la gestion administrative. ; Este estudo é o resultado de uma pesquisa que propõe um plano estratégico pedagógico para fortalecer o ensino e a aprendizagem da pesquisa formativa em um programa acadêmico de ciências administrativas na modalidade a distância. O método investigativo realizou-se a partir de uma técnica quantitativa que avaliou o uso das tecnologias da aprendizagem em ambientes virtuais, especificamente nos módulos de pesquisa formativa, tanto em docentes como em estudantes. Da mesma forma, realizou-se uma revisão documental que identificou políticas nacionais e institucionais da pesquisa como estratégia de formação, bem como tecnologias a serviço da aprendizagem, para culminar com uma proposta que potencialize o uso das tecnologias da informação e da comunicação (TIC) para a pesquisa em cenários de aprendizagem virtual. Este plano vincula aspectos do macro, médio e microcurrículo como critérios relacionados com os componentes de comunicação, tecnologia, pedagogia e gerenciamento administrativo.
BASE