DESIGN A SURVEY. ATTITUDES TOWARDS THE USE OF ICT IN SCHOOL

In this entry we will talk about Project 3: Design a survey. Attitudes towards the use of IT in School. For the accomplishment of this practice we have carried out a questionnaire to investigate the daily use of ICT in the classroom and as its use regarding attention to diversity.

We have chosen the next topic, since we consider important, because it is assuming a profound social change, is modifying both the teaching model and the means of transmitting knowledge. In addition, the ICTs applied to the teaching-learning process provide an innovative and creative character, because they give access to new forms of communication; have a greater influence and benefit in greater proportion to the educational area, making it more dynamic and accessible. Therefore we think that teachers must be qualified to make good use of ICT.

To continue, with the completion of the questionnaire, what we want to check is the following:

Are ICTs present in the classroom?

What do teachers think about them?

What is its use?

Are teachers sufficiently prepared to use ICT?

To go to the questionnaire click HERE

The profile for whom this questionnaire is addressed is people related to teaching and the education system.

The total sample obtained 43 people. We have been able to observe after conducting our questionnaire, regarding the interviewed, the majority have an age between 18 and 30, and in addition, more than half have been women.

On the other hand, regarding the result of the questionnaire, the majority of respondents generally agree that ICT is an important and necessary tool to work in the classroom, which also facilitates learning and also helps us to the time to work with students with some special needs.

Although technological advances are now a reality, and we live in a world surrounded by technology, we have seen that all respondents do not agree to incorporate ICT at an early age.

In addition, two out of ten interviewees do not know any type of resource to work with ICT in the classroom, which makes us think that there may be a lack of training within the teaching field.

To conclude, we think that these aspects are necessary to work, since they offer a better quality teaching, and benefit the learning of the children, since it adapts to the needs of each student.

 

DIGITAL STORYTELLING ABOUT INCLUSIVE EDUCATION

DIGITAL STORYTELLING ABOUT INCLUSIVE EDUCATION

Our second project about inclusive education is a story of a boy with a visual disability, called Pablo's eyes.

We have created the story, with images, illustrations and dialogues. 

For this, first we have realised a Power Point, in him that represent each scenes of the tale. 

One realised this, we have put him the audio. Therefore, record us reading the corresponding text to each slide.

To continue, with program Audacity join all our voices to create tale, in addition to putting background music.

Finally, with Movie Maker joint  the images and the audio of tale.

Our tale is the following...

We hope you like it!

PABLO'S EYES

OUR CONCLUSION

Diversity is a constitutive shot of the human being (Salvador, 2001). 

Teacher has a fundamental paper, since it's in classroom where student learns to understand and to respect diversity, learn values, knowledge and responsabilities in the society.

Teacher acts as a mediator of these learnings, thus his importance in the training of  inclusive society.

Thus, as future teachers, we think that it's in our hand promote an inclusive education, in which all student can have the right to an education that adapt to his needs, that boost the equality of opportunities and participation, independently of the origin of the studens, of his personal conditions, social or cultural, included those that present any problem of learning or disability.

Finally, we would like us say; that this project is very interesting, since it treats a very important matter, inclusive education, that as teachers have to boost in the classroom. And besides, has served us to put approve ours creativity and learn to realise tales that transmit values and learnings to our future students.

The part of the project, in which we have had more difficulties, has been the creation of the tale through the different programs. For exemple, we have had to look for different programs to put the audio in a format that Audacity recognised to be able to build the story from our voices. 

But thanks to these difficulties, that have been able to have for the preparation of this project, as group have looked for different strategies to be able to surpass them, in addition to learning new knowledges that in future can us be of great utility.

Poster: Differences that exist between Spanish and German educational systems

Our first project of  Integrating Skills Subject, has consisted in made a poster, where will show "differences that exist between Spanish and German educational systems" , with regard to this educational stages:

In both countries Pre-school education is voluntary. It ranges from three to six years.

The next stage of education in Spain is primary education, is compulsory and covers from 6 to 12 years and in Germany,  primary stage is called as Grundschule, is mandatory but only lasts four years (6-10 years).

GERMAN EDUCATION SYSTEM

Once this stage ends, German educational system separates children, according to their academic level, into three types of schools: 

Hauptschule; it’s a school for students who have obtained the worst grades and its objective is to teach to students who, later, will be incorporated into the working world after having realized craftsmanship.This school has a duration of 5 years ( of the 10-15 years). 
Realschule; has a duration of 6 years (10-16 years). It is a middle school attended by students who will take vocational training and join the world of work as specialized personnel. 
Gymnasium or institute is focused at the best gifted students and the teachings given there will allow students to access the University in a direct way. The Gymnasium lasts for eight or nine years.

 
SPANISH  EDUCATION SYSTEM

After primary school in Spain, students must continue with compulsory secondary education (ESO), which ranges from 12 to 16 years of age. Once a student graduates from ESO, he has different options:

Bachiller; consists of a cycle of two academic courses for students from 16-18. Students who successfully complete their studies will receive a diploma. They can opt for professional training or university studies. But to accces the university they must pass an admission examination.

Apprenticeship; Middle Years Formative Cycles for those who only have ESO diploma (compulsory education) and Higher Education Formative Cycles for those who have a Bachiller. Those who complete a higher training cycle will be able to access certain university degrees in this way directament.


INTERESTING THINGS ABOUT GERMAN AND SPANISH EDUCATION SYSTEMS