USING NEW TECHNOLOGIES IN STUDENT-CENTRED LEARNING STRATEGIES Trif Letiţia¹ Lector doctor, Universitatea 1 Decembrie 1918, Alba – Iulia, România,

1. EDUCATIONAL POLICIES THAT ARE PRIMARY FOR THE CONTEMPORARY SOCIETY 2. TEACHING IN THE SOCIETY OF KNOWLEDGE 3. THE ROLE OF THE NEW TECHNOLOGIES IN THE LEARNING PROCESS CONCLUSIONS

1. EDUCATIONAL POLICIES THAT ARE PRIMARY FOR THE CONTEMPORARY SOCIETY Education and Formation Process 2010 (project aimed at the European integration process of Romania through substantiation of the educational policies of the Ministry of Education, Research, Youth and Sport referring to the access, attractiveness and quality of education and professional formation);

1. EDUCATIONAL POLICIES THAT ARE PRIMARY FOR THE CONTEMPORARY SOCIETY Strategic Framework for European Cooperation in Education and Formation identifies four key challenges for the year 2020 and medium term priorities for the period These are as follows: Transforming lifelong education and cross-border mobility into reality (through European instruments such as EQF and extending mobility possibilities by using ECTS and ECVET). Improving the quality and efficiency of education and formation (this includes the quality of the teaching and learning staff);

1. EDUCATIONAL POLICIES THAT ARE PRIMARY FOR THE CONTEMPORARY SOCIETY A Memorandum on Lifelong Learning (2001, drawn up by the European Commission, has become a priority debated both by the policies in the educational field and, through its importance, in the aspects which imply economic and social development as well as in the strengthening of social cohesion and development of active citizenship in the economy of knowledge).

2. TEACHING IN THE SOCIETY OF KNOWLEDGE The required skills for the 21 st century: - identifying ways in which students and teachers may use computers and the Internet to improve the learning process through research, communication, collaboration and through strategies and instruments specific for productivity; - offering learning opportunities through practical experiments and creating curricula and evaluation which relate to the national standards in the fields of education and technology; - didactic strategies which focus on the student and on the forming of thinking abilities at superior level; - collaboration with classmates in order to improve the didactic process, by solving problems and participating in lesson plans improvement.

2. TEACHING IN THE SOCIETY OF KNOWLEDGE Nowadays, due to requirements imposed by the knowledge society, teachers have changed their educational practices: - the use of Power Point presentations; - educational potential of new technologies in terms of curriculum design; - classroom management and school organization; - assessment, or facilitation of direct or virtual interactions in achieving each of the functions of the educational process, etc.

3. THE ROLE OF THE NEW TECHNOLOGIES IN THE LEARNING PROCESS This study has as strategic directions: - analysis of students' learning needs and what they will learn; - encouraging autonomy in learning and collaboration; - monitoring progress; - checking understanding; - strategies to demonstrate understanding and skills.

An example of best practices on implementing e-Learning applications and providing broadband connection. The Sectorial Operational Programme "Increasing Economic Competitiveness" and the project name,, Academic NETWORK OF E-LEARNING ” has the following objectives: Improve and diversify education services at the University,, 1 Decembrie 1918 ” Alba Iulia.

,, Academic NETWORK OF E-LEARNING ” Basic functionalities are: - managing of the educational programs; - of the allocated resources for education and training curricula; - tracking and managing the learning curriculum; - the accreditation and certification; - improving the quality and productivity of the department; - managing the education resources.

Conclusions: The current educational practices in our schools prove that the school universe is constantly changing in the globalization era. The offers for courses and training programs focusing on teacher clients’ needs (the term is already established in the discourse of school management); Promoting a culture of continuous improvement; Greater confidence in new technologies for solving training and managerial and administrative tasks; Multiplication of the methods for education technology increase.