Formazione & insegnamento
ISSN: 2279-7505 | Published: 2017-03-31
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/2174
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/2174/1983
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/2174/1983
Full Text XML: missing data
Alternate URL: https://formazione-insegnamento.eu/2017-15/1/2174-methodological-demands-soft-skill-and-ict-integration.html
Title: Methodological demands, soft skill and ICT integration
Abstract: The attention for university didactics and its innovative and qualifying issues,is nowadays at the forefront of the educational discourse andstrengthens more and more the opportunity to consider as linked the followingcomplex constructs: methodological demands, ICT integration, andconjunct development of both hard skills (disciplinary) and soft skills(cross-disciplinary). This contribution wants to offer some reflections aboutmethodologies for academic education from a learner-centred perspectiveconsidering, among the other factors, ICT usage as a crucial issue. As it iswidely acknowledged, it is not enough to act on the level of instrumentalequipment or isolated dimensions of teachers' knowledge. Instead, there isthe need to foster advanced models aimed at realizing ICT integration in didactics in operative and procedural ways. Moreover, these models shouldgo beyond the link among fundamental knowledge types (disciplinary, pedagogical, technological), to consider students' characteristics (in terms ofknowledges, hard and soft skills already owned and the ones to be enhanced),and also educational context (Angeli & Valanides, 2009).
Keywords:
Title: Questioni metodologiche, soft skill e integrazione delle ICT
Abstract: Nell'ambito della diffusa attenzione verso la didattica universitaria, in terminiinnovativi e qualificanti, è ormai consolidata l'opportunità di consideraretra loro collegati tre nodi complessi: la questione metodologica, l'integrazionedelle ICT, lo sviluppo congiunto di hard skill (disciplinari) e di softskill (trasversali). Il presente contributo intende offrire alcune riflessionimetodologiche sulla formazione accademica in prospettiva learner-centeredconsiderando, tra altri fattori, l'utilizzo delle ICT questione cruciale. Ilcambiamento, com'è ben noto, non dovrebbe riguardare solo dotazionistrumentali o dimensioni isolate di conoscenza dei docenti, ma andare versomodelli avanzati per realizzare anche in termini operativi e proceduralil'integrazione delle tecnologie nella didattica, dove, oltre alla coniugazionedei saperi di base (disciplinari, pedagogico-didattici, tecnologici), sianoconsiderati gli studenti (le conoscenze e le abilità hard e soft chepossiedono e che s'intende promuovere) e, non da ultimo, il contesto formativo(Angeli & Valanides, 2009)
Keywords:
Title: Problèmes méthodologiques, compétences générales et intégration des TIC
Abstract: Dans le cadre de l'attention généralisée à l'enseignement universitaire, en termes de fins et de qualifications, l'opportunité de les considérer a connecté trois nœuds complexes: la question méthodologique, l'ICT des interactions, le développement conjoint des compétences durs (disciplinaires) et Softskill (transversale) sont désormais consolidées.Cette contribution a l'intention d'offrir un certain réfléchis à la formation académique dans une perspective de maintien prospective, entre autres facteurs, l'utilisation de la question cruciale des TIC.Ilcambione, ainsi que bien connu, ne devraient pas seulement concerner les dimensions de la dotationsty ou isolées des connaissances des enseignants, mais aussi de faire avancer la réalisation de connaissances opérationnelles et procédurales (disciplinaire, pédagogique Et, enfin mais non le moindre, le contexte de la formation (Angeli & amp; Avalanides, 2009) (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Problemas metodológicos, habilidades blandas e integración de TIC
Abstract: Como parte de la atención generalizada a la enseñanza universitaria, en términos de los fines y la calificación, la oportunidad de considerarlos conectó tres nodos complejos: la cuestión metodológica, la ICT de interacción, el desarrollo conjunto de habilidades difíciles (disciplinarias) y Softskill (Transversal) ahora se consolidan.Esta contribución tiene la intención de ofrecer algo reflectivido en la formación académica en una perspectiva prospectiva, entre otros factores, el uso de la cuestión crucial de las TIC.IlCambione, as well as well known, should not only concern dotationisty or isolated dimensions of knowledge of the teachers, but to go advanced aforementioned to carry out in operational and procedural terms of the integration of technologies in teaching, where, in addition to the conjugation of basic knowledge (disciplinary, pedagogical-didactic, technological), the students who are the students (the knowledge and the skills Chepponento and who intends para promover) y, por último, pero no menos importante, el contexto de entrenamiento (Angeli & amp; Avalanides, 2009) (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Questões metodológicas, habilidades sociais e integração de TIC
Abstract: Como parte da atenção generalizada ao ensino universitário, em termos de fins e qualificação, a oportunidade de considerá -los conectados três nós complexos: a questão metodológica, a interação TIC, o desenvolvimento conjunto de habilidades duras (disciplinares) e softkill (transversal) agora são consolidados.Essa contribuição pretende oferecer alguns refletivos na formação acadêmica na perspectiva prospectiva, entre outros fatores, o uso da questão crucial das TIC.IlCambione, as well as well known, should not only concern dotationisty or isolated dimensions of knowledge of the teachers, but to go advanced aforementioned to carry out in operational and procedural terms of the integration of technologies in teaching, where, in addition to the conjugation of basic knowledge (disciplinary, pedagogical-didactic, technological), the students who are the students (the knowledge and the skills Chepponento and who intends to promover) e, por último, mas não menos importante, o contexto de treinamento (Angeli & amp; Avalanides, 2009) (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: