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Ultima descărcare din IBN: 2020-02-07 13:43 |
Căutarea după subiecte similare conform CZU |
37.02:004 (85) |
General questions of didactics and method (1236) |
Computer science and technology. Computing. Data processing (4270) |
![]() BARANETZ, Efrat. The teacher’s role in effectively implementing ICT into the teaching-learning process with regard to social interaction. In: Revista Didactica Pro…, revistă de teorie şi practică educaţională, 2015, nr. 3(91), pp. 21-26. ISSN 1810-6455. |
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Revista Didactica Pro…, revistă de teorie şi practică educaţională | ||||||
Numărul 3(91) / 2015 / ISSN 1810-6455 | ||||||
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CZU: 37.02:004 | ||||||
Pag. 21-26 | ||||||
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Rezumat | ||||||
This paper describes the key role teachers are in effectively implementing ICT into the teaching-learning process. The obstacles teachers are facing while integrating computers into their lessons are analyzed and solutions are given. Effective ICT integration must happen across the curriculum, while using advanced pedagogy in order to enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction, and connection to the real-world. Effective technology integration is achieved when the use of technology is routine and supports curricular goals. Cooperative learning and character development supports the social and emotional development of students and prepares them for success in the modern workplace. |
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Cuvinte-cheie effective ICT integration, successful use of ICT, Teachers integrating ICT, ICT proficiency, ICT integration |
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