 |
Asia-Pacific Forum
on Science Learning and Teaching, Volume 11, Issue 1, Article 10
(Jun., 2010) |
A proper policy in the permanent teacher’s training: Key impulse of the ICT Centre in Andalusia (Spain)
M. Amor PÉREZ1, M. FANDOS2 & J. Ignacio AGUADED3
1Departament of «Filología Española y sus Didácticas» in University of Huelva (Spain).
Campus El Carmen s/n. 21071 Huelva, SPAIN
E-mail: amor@uhu.es2Master-D Corporation
Ctra. de Madrid (NII a)., km. 314, 8. 5012. Zaragoza, SPAIN
E-mail: mfandos@masterd.es3Vice-chancellor of the University of Huelva (Spain)
Campus Cantero Cuadrado s/n. Rectorado. 21071 Huelva, SPAIN
E-mail: vicerrector.tecnologias@uhu.es; aguaded@uhu.esReceived 12 Jun., 2009
Revised 31 Dec., 2009
Contents
- Abstract
- Introduction
- Antecedents of the implantation of ICTs in Andalusian schools.
- The ICT Centre model
- Support measures to ICT Centres
- The investigation
- Techniques for the collection of data
- Some results taken from the interviews
- Focus groups
- Conclusions
- Limitations and suggestions for future research
- Acknowledgement
- References
- Appendix
This paper displays some of the results from research carried out in Andalusia (Spain) to evaluate the impact of the educational innovation policy developed by the regional government through widely introducing Information and Communication Technologies (ICT) in primary and secondary schools (ICT Centres). Specifically, the effect of the measures used to integrate ICTs on the educational administration and education centres is analysed. This integration is analysed not only at an institutional level, concerning the organization of the centres, but also in that referring to the permanent teacher’s training actions and the implications and repercussions in the teaching-learning processes and the classroom and thus its repercussions in teaching-learning processes.
Keywords: Technology planning, technology integration, ICT use
