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Available from: Jordi Adell, Dec 30, 2014
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    ABSTRACT: Usually, we think about subjects as Education Technology from the Curriculum Theory point of view and also we tend to consider New Technologies only as useful hardware tools. Often, we forget the need of fully integration of New Technologies into Curriculum, not only as a tool or an educative resource, but also as an important factor to take into account in the planning and development of new Curriculum strategies. The use of INTERNET and their derived tools in an educative context will be a common situation for the teacher in a near future. As the interest in INTERNET grows and more schools get connected to the NET, training teachers to use these technologies (in an efficient way) becomes an essential goal for education professionals. Nowadays, INTERNET, mainly through the World Wide Web, becomes the biggest distributed hypermedia system in the world. A proper knowledge (what ...?, where ...? , how to ...?) of this “universe” of information and communication will be a fundamental aspect in the training of future teachers. When we think about the application of so called “New Technologies” (NT) to the Education and Training we discover two opposite positions: People thinking that NT are only concerned with media and resources embedded into Curriculum Theory. People thinking that NT are only “useful hardware tools” that becomes the only important subject in the didactic process. Our aim in this paper is to expose a combination of the above criteria. We will consider NT fully integrated into Curricular environment but also we will take into account all the didactic and curricular aspects that could be affected by NT (from teacher’s initial and continuous training until the day-to-day practice into the classroom). In this approach we will be mainly concerned with training future teachers (education students). The introduction of all these new concepts could be done easier at this initial training stage than in the continuous training of professionals. From future teacher’s point of view, our approach to didactic use of NT will affect at two different levels: Conceptual. This level aims to introduce to the student the basic necessary ideas for the complete understanding of hypertextual design, such is conceptual mapping, non linear navigation, ... (see Bush [8] and Nelson [18]) Application. At this level, we introduce to the students the software usually used as searching and navigation tools in the INTERNET. Our goal is, that at the end of the course, students will be able to use INTERNET as a didactic resource from two points of view: navigation and information recovery and also authoring.
    The Internet: Transforming our Society Now; 01/1996