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首页> 外文会议>International Technology, Education and Development Conference >(2308) EDICOM: A MODEL OF STRUCTURING AND RELATING TEACHING-LEARNING PROCESSES BETWEEN THE UNIVERSITY AND SCHOOL
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(2308) EDICOM: A MODEL OF STRUCTURING AND RELATING TEACHING-LEARNING PROCESSES BETWEEN THE UNIVERSITY AND SCHOOL

机译：（2308）EDICOM：大学和学校之间的构建和相关教学过程模型

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The incorporation of Information and Communication Technologies (ICT) in university training processes has made possible the adoption of new pedagogical strategies that favor the acquisition of knowledge in face-to-face and virtual environments, promoting the development of active methodologies and promoting autonomous work and collaborative processes by students (Adams Becker, et al., 2017; Lopez and Hernandez, 2016; Ahumada, 2013; Lopez, 2013; Rodriguez, Escribano and Lara, 2009). The necessary adaptation of educational institutions to the technological changes in which today's society is immersed, highlights the necessity for innovation in educational structures, in teaching processes and in using technology in education at all levels. This article presents a new model of structuring and relating the teaching-learning processes between the University and the School called Edicom: Educators in Co-working, in which university professors and elementary teachers participate in a co-working methodology and empower to university students and other teachers to help schools implement new methodologies with the support of information and communication technologies, as well as help in the process of educational innovation, in general. Specifically, the implementation of the model is presented in a pilot case that consisted of two stages. Stage 1 takes place between the university and the school, in which, through co-working experiences among university professors and primary school teachers, students in initial teacher training help schools in this innovation process with the support of ICT . Stage 2 has an inter- school emphasis, since in order to guarantee the sustainability of the initiative, it is proposed that the same primary teachers participating in stage 1, who can transfer to other teachers from the same school and from other schools.
机译：在大学培训过程中纳入信息和通信技术（ICT）使得采用新的教学策略，这些策略有利于在面对面和虚拟环境中获取知识，促进积极方法的发展和促进自主工作和学生的协作过程（Adams Becker，等，2017; Lopez和Hernandez，2016; Ahumada，2013; Lopez，2013; Rodriguez，Escribano和Lara，2009）。教育机构对当今社会沉浸的技术变迁的必要调整，突出了教育结构的创新必要性，在各级教学过程中的教学过程中的创新。本文提出了一个新的结构化和联系在大学和学校的教学过程中的新模式：合作社的教育工作者，其中大学教授和小学教师参与了一个合作的方法和赋予大学生和大学生其他教师帮助学校通过支持信息和通信技术，以及教育创新过程的帮助，实施新的方法。具体地，模型的实现呈现在由两个阶段组成的导频案例中。第1阶段在大学和学校之间进行，其中，通过大学教授和小学教师的共同工作经验，在初始教师培训中的学生在这种创新过程中得到了ICT的支持。第2阶段有一个跨学校的重点，因为为了保证倡议的可持续性，建议参加第1阶段的同一个小学教师，他们可以从同一所学校和其他学校转移到其他教师。

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