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Models of ICT integration in Education Models of professional development Conclusions


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Initial training It is essential to include training in digital competence Through specific subjects or topics In a way that is cross-curricular and common to all the areas in the syllabus

Strand 2. Models of professional development

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Initial training

Modification of stereotypes or beliefs about teaching being like learning.

Strand 2. Models of professional development 3


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Initial training

New skills for new jobs

Strand 2. Models of professional development 4


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Initial training

Certification of ICT competence Advantages? Disadvantages?

Strand 2. Models of professional development 5


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Initial training

Teaching how to teach. The Methodologies, and not the technologies... are the method

Strand 2. Models of professional development 6


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Continuous or permanent training Highlight the role played by public authorities in the permanent training of teaching staff.

Strand 2. Models of professional development 7


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Continuous or permanent training Professional teaching career. The motivation of teaching staff as a fundamental factor.

Strand 2. Models of professional development 8


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Continuous or permanent training Should it be compulsory for the teaching staff?

Strand 2. Models of professional development 9


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Continuous or permanent training How should we evaluate the entrance and exit levels in training for the development of basic competence?

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Continuous or permanent training Evaluation of training initiatives.

Strand 2. Models of professional development 12


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Continuous or permanent training Connection between initial training and permanent training. Life-long learning

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Presidencia espa帽ola de la Uni贸n Europea Informal learning Value the contributions of informal learning Social networks. Soft skills Flexibility in the training systems. Strategic improvisation.

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Conclusions Strand 2  

Models of professional development