PROJECT TITLE

RE-THINK MY WORK WITH TIC

 

1. PROJECT BACKGROUND

 

1.1 High School

 

High scholl  Loyola for Science and Innovation was created on January 6, 2010, in partnership with the Ministry of

Municipal Education, Loyola Foundation and the Seine, is located in the Tuscany neighborhood in Medellin, is a public school and

City. He began work on 1 February 2010 with 105 students from eighth grade of the most vulnerable

City, who made an admission process led by the Seine and the Ministry of Education.

It currently has 210 students in grades eight and nine, divided into seven groups: four of eight and three of nine, with

approximately thirty students each, distributed collaborative tables of four to five students.

The institution has a pedagogical model based on the development of collaborative learning projects in Science and Technology,

a competency-based approach, in which the student is the protagonist in the construction of their own knowledge, strategies

didactic and methodological line about learning scenarios supported by ICT.

There is a comprehensive project that generates the collaborative spaces in classes, supported by the practices of

laboratories, which lead to the development of general and specific skills.

1.2 THE TEACHER

 

After a long selection process, which took into account skills, leadership, training and creativity became part of the

payroll of the educational institution and Ullenid Grove Buitrago Clementina Jimenez Vasquez, who are characterized by the search

constant new ways of imparting knowledge through the use of ICT.

With extensive experience teaching in various educational institutions which had stood by his personal commitment

training to enable them to innovate in your work, they went to break traditional patterns of teaching in areas

servants, and computer technology and Spanish language, respectively.

Both the teacher as Ullenid Clementina, serve as faculty in the eighth and ninth grades of basic school, where

had to find alternative work to do virtual students understand that the Internet was not just social networks and e

as sources of communication and entertainment, but were also a rich source of resources that facilitate knowledge.

Were thus integrating all the resources offered by the virtual world to the daily work of the classes, changing the notebooks

torn sheets and lines full of nonsense written by interactive notebooks full of possibilities, where your creativity and enjoy them

allow easier access to cognitive development, while those closer to the real world requires the development of a

specific skills.

Getting children and adolescents change their conception of computer use as a source of entertainment to a vision of

work was an arduous task that required creativity, patience and lots of choice, both students and teachers.

2. PROJECT OBJECTIVES

 

The school emerged as an innovative concept of education, the challenges of the XXI century set out to change the old methods

"language chalk and board" for a more current and consistent with the actual context of the students.

To this extent, the students sought leave their notebooks full of notes left and impractical and return interactive

thus developing the skills required for social interaction and work.

Consequently, the project's educational objectives essential transformation of the traditional approach to school by a virtual

and innovative, according to the digital age as well as access to knowledge through a playful, independent and creative, allowing

Students re-create their tasks with a practical and inclusive.

Therefore, this project aims to encourage our young students to become innovative, creative, dreamy, reflective and

school autonomy. That there is another view of the use of technologies, which understand that the internet is not only chat, music and porn

but offers many educational alternatives.

It also provides the opportunity for teachers, parents and students break the school closed scheme, limited to

four walls and extend to all areas where there is a computer with Internet connectivity, 24 hours a day.

Finally, the project aims to develop in students the skills necessary to confront a technological society

 

with global vision and future.

 

3. THE PROCESS OF PLANNING AND PROJECT ORIGIN

 

The project comes as a need for change in the actual context of classes, where the subjects studied apathy and demotivation

for the performance of academic duties, was notorious among students.

In this perspective, anxiety gripped the teachers, who were given the task of studying and seeking new ways

methodologies and resources that contribute to changing this situation as bleak, and that was how they saw in the Tics, an alternative

innovative and contextualised according to the requirements of that education changes needed.

The first challenge we had to overcome was the acquisition of resources to facilitate the work proposed, for this is attended

several agencies and organizations, including Medellin Digital, who support the idea, provided 30 laptops that drove

project greatly.

Another institution that was linked with technological equipment, was the Ministry of Education, who provided a digital dash and a Video

Beam.

These teams began a project that was initially compared to a utopia, because the first thing to do was to change

the attitude of children and adolescents to the technology and find ways to integrate social networks and mail tools

used by them, classes as an educational resource and learning.

The experience was very satisfactory and successful, because although we are still short of resources, since it has increased the number of

These students are not well, we now have more autonomous and innovative young people with a sense of belonging, love and knowledge

what they do with creativity and resourcefulness, they know that classrooms are not only in school but are open that are also in

their homes and anywhere they can connect to a computer and have Internet access, with teachers who

can interact from anywhere, anytime, either through chat messages or sharing websites.

For teachers, this has meant an extra commitment, given in a constant search for information, knowledge, new

knowledge that have been rewarded in a more active and focused young people with new skills to cope with a demanding world.

 

4. CURRICULAR CONTEXT OF THE PROJECT

 

Loyola College Educational institution for Science and Innovation is conceived as a public institution and as such is defined in the

terms of the Constitution and the Law, which defines its inclusiveness, however, is taken as a commitment to education

jurisdiction, where the use of technology is an integral part of their training and application of new methodologies mediated

the development of curriculum guidelines of the Ministry of National Education and National Education Plan and Development, seeking

channels for its work meshes with both the workplace and with levels of technical training, technology and higher education.

In this context, it is working with project-based, using a macro for each grade and this year is developing Eco-health

Housing for eighth and ninth, which are the backbone that integrates all areas of knowledge and laboratories, streamlining and work

collaborative

Re-create my work with ICT project is the cross, as it is immersed in all subjects becoming the leading work

that characterizes the school currently has "Using virtual notebooks"

The project is oriented from the area of technology and Spanish language, which every day looking for resources and implement different

virtual tools, so that students do their homework and then showing their website on the platform and

blogs.

 

 

4.1 THE TECHNOLOGY CONTEXT

 

Organization of technological resources

The institution has at the moment with 30 laptops, five of which are damaged. So that the priority

for use lies with the technology area, where resources are addressed later applied in other areas.

To provide the possibility to use within the institution to the other areas, they are given six to seven teams per group corresponding

collaborative one per table. These are complemented by some students' personal PC, notebooks instead of the lead

daily to the institution to develop academic content.

 On the other hand, teachers also are given the opportunity to use the board in class digital video and beam, which complement

the teaching-learning process.

 

Level or degree of access to available technology

The entire student body is familiar with the technology that the College has, so their knowledge of managing PCs and

its software, is relevant as well as other resources, such as the dashboard and Video Beam. To them have become

key tools of teaching-learning process so that access them each that require it, having complete autonomy to

its use.

Point of access to technology resources

Inside the hospital, all spaces are subject to access to technology resources, so it is not unusual to see the

students in the hallways, patios or social sites, working on their computers, without discounting the classrooms and laboratories.

The work started or directed from the school, is followed, supplemented and / or drawn from their homes, where most

of them has a computer and internet access, for those who do not have this possibility, they do so from public libraries

schools near their homes with rooms interactivity or simply from internet lounge.

Resources belonging to the institution only intended to work within it, and although it has budgeted for future

immediately provide students with the equipment so they can take them home, now is not possible due to the small amount

available for work in school and also by the great risk involved for both these to the same learners.

However, this does not mean that outside the institution's students have no access to internet, because as explained before, the vast

Most have computers at home or nearby sites to which they can connect, share necessary since much of the

academic work, it must be done outside the institution.

Technological aspects relevant to the project

The level of resource management and technological equipment for students of the institution is very high, which puts them in a situation

privileged over other students their age and grade in other schools.

The autonomy that show the use of technology as needed, the evidence in their virtual sites, which are

full of creativity and knowledge, enabling them to give support to others who want to learn how to use

virtual programs.

This has inspired students the opportunity to share their knowledge with people within the community and educational and

still do not have skills in handling new technologies, emerging two sub-projects that have come to enrich this

significant experience, which have involved both parents as their own peers.

These are: "Awareness DIGITALA PARENTS" where freshmen empower parents in the use of

virtual tools used in the institution.

This subproject has been very successful as they have parents and children closer to the virtual world by integrating the support

real and effective teaching-learning process of children and youth.

PEER: subproject that has high expectations among students, where students are more experienced in the management of

TIC  tutors serve those students who have some shortcomings in its implementation, in order to level them.

 

5. PROJECT MANAGEMENT OR APPLICATION

 

The project itself is being implemented in the institution since last year, growing richer with their own

experiences he provides.

It should be noted that began with the 105 students who began school, becoming extended to other groups which become

the institution, in this case, the four new groups of eighth grade students and complementing the work is integrated

collaborative working methods of the students.

This means that the project is inclusive to the extent that a group of students is responsible for out ahead, what has

taught values necessary for social coexistence.

This workflow has been very relevant to the success of the proposed activities from the project because it involves each

but according to the group.

All this will be routed from a motivating and interesting activities directed from the different areas, which are highlighted

proposals for research work as Detectives Tics, which introduces them to find information and resources in cyberspace or Island

Project that takes to travel the world in a fun project while teaching them how to approach and follow one

 

Various activities are designed to develop academic periods, since the project covers the entire school year which provides

the chance to explore all its facets and to continue making regular feedback processes.

All this makes it a flexible, easy to apply in any area and for every teacher who wants to. In the hospital, all

involving teachers have left him little by little, implementing it in your work.