Session Information
01 SES 11 B, CPD Practices Across Settings
Parallel Paper Session
Contribution
Present research intends to understand the role of ICT based learning models in professional training for construction sector in Spain, as well as gathering empirical knowledge about professional trainers ICT competences and their application to further education.
The evolution of Information and communication technologies provides a whole new generation of tools for training purposes, as it is well established by scientific literature about this topic (UNESCO, 2000) (Cabero,1996, 2006, 2009), (Cebrián, 2003), (Gonzalez Soto, 2005, 2009), (Blázquez, 2005) but this is just a reflexion of how technologies are dynamically changing our economical, labour and social environments, (Blázquez, 2005), (CEE, 2007).
Today, it can be said, digital competences are needed not only for white collar working environments, as it seemed to be in the past, but as main skills to promote personal and professional development leading to exercise proper citizenship. In this sense, ICT training plays a relevant role in many Union and national strategies. (CEE, 2007)
Information systems had become an important part in all economical activities, even construction sector begins to apply technologies such as integrated GPS/laser tools for earth moving machinery or remote maintenance management, as well as intensive use of design an CAD software, which begins to require specific training for operators and development of some sort of ICT competence.
Information society triggers a new reality, knowledge is dynamically evolving so education today requires cultural, social, professional and personal adaptation (Tejada, 2002), yet, in 2005, only 10% of European workers accessed lifelong education resources, where desirable figures were around 40% (Redding, 2005).
ICT related training includes rich media environments that are able to support comunicative and interactive training models, which allows, at least, three levels of interaction that can be related to main learning theories (Baumgartner,2004) as, more than technologies themselves, it is important to integrate them in learning and teaching processes (Fandos, 2007).
We believe, ICT driven training may have a positive impact on motivation and outcomes, wether on elearning or blended stiles. It is also possible to apply technology to strengthen understanding and enhance learning processes within construction sector, as a flexible response to training needs derived from competence recognition.
This reality brings up two main challenges,
1. Despite enormous growth in elearning solutions for professional training in the last few years, low qualification workers, however, still present a worrying lack of digital comptences and access barriers to this training style. This digital gap, that can be concepted as an exclusion factor, (Castells, 2008) remarks as equaly important to train in ICT (digital literacy) as using ICT as media enhancementes for training. (Vivancos,2010).
2. Teachers must be able to use ICT in professional training, as stated in UNESCO ICT competence standards for teachers (UNESCO,2005), trainers must be able to understand, use, and generate knowledge trough ICT extensive usage. This research focus on this second challenge
Method
Expected Outcomes
References
Adell Segura, J., & Castañeda Quintero, L. (2010). Los entornos virtuales de aprendizaje: una nueva manera de entender el aprendizaje. En R. Riog Vila, & M. Fiorucci, Claves para la investigación en innovación y calidad educativas. La integración de las tecnologías de la información y la comunicación y la interculturalidad en las aulas. (págs. 19-30). Roma: Alcoy:Marfil-Roma TRE Universita degli estudi. Area Moreira, M. (2010). Del HTML a la web 2.0 ; Autobiografía de una década de docencia universitaria con TIC. En R. Roig Vila, & M. Fiorucci, Claves para la investigación en innovación y calidad educativas. La integración de las tecnologías de la información y la comunicación y la interculturalidad en las aulas. (págs. 10-21). Alcoy: Marfil Università Roma Tre. Area Moreira, M. (2009). Introducción a la tecnología educativa. Las Palmas: Universidad de la Laguna. Ballesteros Regaña, C., & Cabero Almenara, J. (2010). Usos del E-learning en las universidades andaluzas: estado de la situación y análisis de buenas prácticas. Pixel-Bit. Revista de Medios y Educación.ISSN 11338482, Nº 37 , 7-18. Barón López, F. J., & Tellez Montiel, F. (2010). Apuntes de Bioestadisitica. Recuperado el 21 de Abril de 2011, de http://www.bioestadistica.uma.es/baron/apuntes/ Barrenetxea Ayesta, M., & Cardona Rodríguez, A. (2003). La brecha digital como fuente de nuevas desigualdades en el mercado de trabajo. Economistas, ISSN 0212-4386, Año Nº 21, Nº 95, 2003 , 119-128. Bauerová, D., & Sein-Echeluce, M. L. (2007). Herramientas y metodologias para el trabajo cooperativo en la Universidad. Revista Interuniversitaria de Formación del Profesorado. Nº 21/ V.1 , 69-83. Baumgartner, P. (2004). The Zen Art of Teaching. Communication and interactions in E-education. International Workshop ICL2004,. Villach / Austria: Kassel University Press. Blázquez Entonado, F., & Alonso Díaz, L. (2005). Apuntes para la formación del docente de Elearning. Enseñanza, ISSN : 0212-5374, Nº 32 , 65-86.
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