ICT, TAC, MOOC, NOOC

ICT, TAC, MOOC, NOOC

I recently enjoyed a relaxed discussion among professionals in the teaching branch: teachers of geography and history of institutes, as well as didactics in the university. When the subject of permanent teacher training was approached, a classmate had to use the forum to overcome her anger, which came from a total misunderstanding – quite logically, as I will try to see later – of the courses that are currently offered for teachers. An email from INTEF to my account has made me write this article and join in formative disobedience. By the way, in case someone does not know (I imagine there will be many) INTEF is the National Institute of Educational Technologies and Teacher Training, a unit of the Ministry of Education, Culture and Sport, Which is responsible for integrating ICT in non-university education. Among its objectives are the elaboration and dissemination of curricular and digital materials, the realization of specific training programs, as well as maintaining do not know which network of educational resources. Of course, if it were not for my natural curiosity, no one would ever have informed me of the existence of such an institute, which, by its description, should solve the ballot each time we have full classes of those students who do not like to study. Of course, we would have to fill up our corporate couriers of teaching materials – always adapted to ICTs and TACs – to be the most innovative teachers in the world. One paragraph: the TACs do exist, it is not a joke, and they are the Technologies of Learning and of the Knowledge. Nevertheless, instead it takes charge of the commendable work of creating MOOCs, NOOCs and SPOOCs. How difficult this seems to be about education, right? Let’s go in parts.

A Massive Open Online Course (MOOC ) is an open-mass course that teachers can access to do it at their own pace. The three MOOCs just released by INTEF bear these names: Expanded Education with New Media, Problem-Based Learning and Virtual Reality in Education. The truth is that the names overwhelm: I have only come to understand, after reading several times, the APB, which had already heard something. The first one, that about expanding education, is the creation of a book by Rubén Díaz, entitled Expanded Education, written in capital letters, to give it more entity. The course contents are incomprehensible exotisms for pagans like me, taught by any teacher, But by varied people who have in common their participation and coordination of the ZEMOS98 cultural festival. The Virtual Reality course was too much for me and I have not been able to go any further.ICT, TAC, MOOC, NOOC

The NOOCs are similar, but in this case they are courses in NANO mode: with a maximum of 20 hours of effort. Among the pearls we find are Visualizing thoughts and ideas, Communicate in Digital, Dynamize your classes with Symbol, or Posture or Health? Regarding the SPOOC, the difference is that they are self-paced courses, that is, that can be taken at our pace, without stress.

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In addition to all this, INTEF also awards badges to teachers who finish these courses, as I imagine it is a challenge of persistence and tenacity, and organizes tutorial classes, which seem to have something more serious. A couple of years ago I did one on school mediation and I was able to take advantage of some of it, although now they have joined the courses of Flipped, Scratch, eTwinning and CLIL. ,Right?ICT, TAC, MOOC, NOOC

If the proposal of INTEF does not meet our expectations and needs as teachers we can always make use of the CEFIRE courses, in the case of the Valencia Country, if we have the luck and the grace to be awarded with a place. What is the nature of the courses currently offered in the different CEFIRE centers? At the head, with 27 courses in the enrollment period, are those referring to plurilingualism and various Erasmus projects. CLIL, CLIL, ICT, speaking skills , and Erasmus +. They are followed by courses dedicated to technologies applied to education: the irresistible Apps for education, how to survive with LliureX, books Induce and Addition, eLearning, Master @ Home, etc. And third place are the scientific courses, of which I will not comment because I do not have a great knowledge of the subject. There are also many courses for early childhood education, school management, vocational training or inclusive physical education. There is no shortage of training courses for adults, care for diversity – which responds to the new programs in the field such as the PMAR – and especially the humanities, if we remove all those introduced with shoehorn Under this denomination. Regarding my discipline, geography and history, I have only found a course: The monastery and the pilgrimage of the Holy Face as an educational resource, not precisely intended for the general public, for its characteristics and the schedule proposed. Vocational training or inclusive physical education. There is no shortage of training courses for adults, care for diversity – which responds to the new programs in the field such as the PMAR – and especially the humanities, if we remove all those introduced with shoehorn under this denomination. Regarding my discipline, geography and history, I have only found a course: The monastery and the pilgrimage of the Holy Face as an educational resource, not precisely intended for the general public, for its characteristics and the schedule proposed. Vocational training or inclusive physical education. There is no shortage of training courses for adults, care for diversity – which responds to the new programs in the field such as the PMAR – and especially the humanities, if we remove all those introduced with shoehorn Under this denomination. Regarding my discipline, geography and history, I have only found a course: The monastery and the pilgrimage of the Holy Face as an educational resource, not precisely intended for the general public, for its characteristics and the schedule proposed. If we remove all those that have introduced with shoehorn under this denomination. Regarding my discipline, geography and history, I have only found a course: The monastery and the pilgrimage of the Holy Face as an educational resource, not precisely intended for the general public, for its characteristics and the schedule proposed. If we remove all those that have introduced with shoehorn under this denomination. Regarding my discipline, geography and history, I have only found a course: The monastery and the pilgrimage of the Holy Face as an educational resource, not precisely intended for the general public, for its characteristics and the schedule proposed.ICT, TAC, MOOC, NOOC

Finally, obviating the offer of unions and the channels of self-training, there is the possibility of learning to attend courses of the Service of Permanent Training and Educational Innovation ( SFPIE ) of the University of Valencia, also completely unknown among teachers. What do you find in your training offer? Cooperative learning courses by Spencer Kagan, a clinical psychologist who seems to be triumphing in education, of which I will enjoy ten hours of training this month in the center. Courses on Learning-Service, on the use of rubrics, or classroom management, half of them canceled. The one that could interest me most and, indeed, I would like to do, is the Update of the teaching of History, History of Art and Geography, Of 10 hours duration in Gandía, distributed in three afternoon sessions on Fridays of February.ICT, TAC, MOOC, NOOC

Conclusion: I will not do it. I live more than an hour from the place of the course and nobody is going to pay me the expense in gasoline and meals.

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Is teacher training important? Yes, and in it we all agreed that we shared the relaxed conversation of which I spoke at the beginning. If it were not so, we would not invest our free time in reflecting on teaching. We cannot be accused of being vague and malicious: we like our work, read and research to improve it, but all this falls under our personal initiative. It is not acceptable to offer a set of courses as absurd as the INTEF, or a formation that is excessively focused on new technologies (with institutes that lack the possibility to apply them) or in multilingualism. The CLIL methodology, which I suffered in a course last year, is not effective, and has been seen in communities such as Madrid: Our students do not have an exemplary language competence in the two languages ​​spoken here, nor in a third language. The solution is not to grant hours in English to teachers who are specialists in other subjects, nor only to English teachers who teach subjects that are not specialists. Its multilingual action does not pass the Good morning! And tokens with vocabulary they do not understand. I cannot stop thinking about what strange interests are behind the whole orchestra that has been set up around this multilingual fanfare. Nor can it be accepted that the university offers courses as important as those of scientific updating in impossible timetables and inaccessible formats. Courses distributed throughout the geography, in mixed format or in online format could have greater acceptance and public. Teachers need to be given our work and offered tools for it: from the didactics and from each of our disciplines. The dictatorship of the technological acronyms with which we are overwhelmed is eclipsing the necessary and paused reflection within each branch of knowledge. It is clear, then, my skepticism about the validity of this training offer to reach the students, as well as my will to continue forming. The dictatorship of the technological acronyms with which we are overwhelmed is eclipsing the necessary and paused reflection within each branch of knowledge. It is clear, then, my skepticism about the validity of this training offer to reach the students, as well as my will to continue forming. The dictatorship of the technological acronyms with which we are overwhelmed is eclipsing the necessary and paused reflection within each branch of knowledge. It is clear, then, my skepticism about the validity of this training offer to reach the students, as well as my will to continue forming.

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