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Given the rapid growth in knowledge,
reflecting on the key areas and topics to address within
the subject area; understanding the impact of ICT on the
didactics of the discipline. |
Designing and managing learning
environments which take into account the opportunities
and limits within the didactics of a given subject area.
Example
of a specific subject area (foreign languages)
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Sharing practice, repertoire, and “know
how” in uses of ICT in the subject area, both with
colleagues and inside the teaching community. |
Using local and global resources to
foster learning in a given subject area. |
General Context
The move towards a
knowledge society is transforming the work of teachers.
Increasingly, their work is focusing on structuring learning
experiences that promote outcomes specified in system-wide
curriculum frameworks. Teachers are, therefore, responsible for
designing and implementing learning experiences that cater for the
learning needs, styles and preferences of their students. In many
cases this involves teachers working in tandem with other teachers,
paraprofessionals and community members. It also means organising a
variety of learning scenarios: individual and group activities that
can be carried out both within and outside the school and in online
and virtual environments.
Students’ school
experiences must help them develop the attitudes and abilities
required for functioning effectively in the new social environment.
Students should emerge from schooling with the capability to adapt
to rapid social and economic change, with a commitment to lifelong
learning, and with skills and knowledge that enable them to
participate in social and community decision making.
These requirements
acknowledge the pivotal role that teachers and others involved in
public education play in embracing [1]:
• new content and
models of curriculum organisation;
• student-centred
approaches to teaching and assessment;
• learning
partnerships that link the school, the community and the workplace;
• technology-based
approaches to learning that emphasise self-directed and independent
learning.
The integration of
ICT in cross-curricular activities supports processes which motivate
students to experiment, facilitate comprehension of abstract
concepts, develop reasoning and advanced problem-solving skills,
enhance awareness of social justice and ecological-sustainability
issues.
It is foreseen that
the Curriculum section of the Common European Framework will include
sub-sections addressing specific disciplinary areas (mathematics,
languages, science, etc.). These are to focus on aspects that are of
particular concern within the subject area in question. A brief
example of how a subject area (in this case foreign languages) might
be addressed within the Common European Framework is provided here
in the context of the relationship with pupils.
[1] Source
Cox M., Webb M.,
Abbott C., Blakeley B., Beauchamp T., and Rhodes V. (2003b), ICT and
Pedagogy, A Review of the Research Literature, ICT in Schools
Research and Evaluation Series, No. 18, Becta/DfES,
Coventry/London.
http://www.becta.org.uk/page_documents/research/ict_pedagogy_summary.pdf
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