22 March 2023<\/p>\n<\/div>
MAY 2022<\/p>\n<\/div>
DIGITAL REPORT<\/p>\n<\/div>
This study sought to answer the following questions:<\/p>\n
On look at the relevance of ET in schools of today and the future, which also justifies this research. The study concludes that, in an increasingly digitalised culture and society, it is essential to educate children and young people in the critical, responsible use of technology. In this way we not only offer them the opportunity to reach their full professional potential in the near future but also improve the quality of education and democratise access to education, thus lowering the educational gap and enhancing equity.<\/p>\n
We can say that ET is concerned with studying the integration of digital technology in the teaching-learning process with the aim of improving it. It analyses the educational potential of each medium and offers a framework for the development of teaching-technological materials for quality education. With regard to digital competence:<\/p>\n
To integrate ET in schools, a cultural shift is needed in which technology serves learning and teachers in their new role of supporting, monitoring and collaborating. The tools should be adapted to students\u2019 context, age and individual needs and should be free of charge and flexibly accessed. Some of the following strategies can help to integrate technology in schools: redefining activities due to the use of technology for active, collaborative and inquiry-based learning with digital tools to place students at the centre of the process, communication and digital access and management of academic information. An ET integration plan at school should have the following phases: diagnosis and adaptation to the pedagogical model, gradual design of teaching materials, and monitoring and assessment. Likewise, the entire educational community, including families, must participate and contribute, and they must have sufficient and appropriate technology. Some major difficulties and risks in this integration which must be prevented are the school’s lack of a digital and a pedagogical-technological model of transformation, the deprofessionalisation of teachers with little pedagogical and technological training, and an uncritical, insecure or uncivil use of digital technology.<\/p>\n
Published reports<\/p>\n<\/div>