ICT Integration models for socio-educative family interventions
L Fernández Rodrigo, E Vaquero Tió, M Balsells Bailón - 2018 - docta.ucm.es
L Fernández Rodrigo, E Vaquero Tió, M Balsells Bailón
2018•docta.ucm.esAs it can be seen in the literature, principally schools and universities include ICT in their
educational practices. The school curriculum contemplates the use of ICT, in the same way
that many universities do in their degrees. Socio-educative interventions in Spain do not
have a specific curriculum or a plan that defines educative practices done through ICT.
Responding to this lack, Gallego, Alonso, and Cacheiro (2011) expose five types of ICT use
in socio-educative interventions:
educational practices. The school curriculum contemplates the use of ICT, in the same way
that many universities do in their degrees. Socio-educative interventions in Spain do not
have a specific curriculum or a plan that defines educative practices done through ICT.
Responding to this lack, Gallego, Alonso, and Cacheiro (2011) expose five types of ICT use
in socio-educative interventions:
As it can be seen in the literature, principally schools and universities include ICT in their educational practices. The school curriculum contemplates the use of ICT, in the same way that many universities do in their degrees. Socio-educative interventions in Spain do not have a specific curriculum or a plan that defines educative practices done through ICT. Responding to this lack, Gallego, Alonso, and Cacheiro (2011) expose five types of ICT use in socio-educative interventions:
docta.ucm.es
以上显示的是最相近的搜索结果。 查看全部搜索结果