2. THE USE OF THE INTERNET IN EDUCATION UNESCO IITE

3.  Aims and outcomes Time required Target audience  Resources Brief description of running activity structure and techniques  Special requirements for classroom organization Aspects of coordination and support Identification of roles and responsabilities  Evaluation-Self evaluation

4. This course covers a fashioned topic. It tries to show a way to use efficiently Internet in education. It is directed to the teachers offering them an opportunity to favor their permanent training process, and it tries to help them and to guide them on the possibilities of Internet in their educational task. The course is carried out via Internet, on line in a Web. Therefore, it is necessary to have an Internet connection and to have some elementary knowledge on how to use Internet. Anyway, the course guarantees the navigation just by simply following the instructions that are provided.

5. Its content is basic and introductory. The course tries to achieve the following objectives:

6. To introduce the educational personnel in the use of the Internet in education, by helping them to know its didactic possibilities in the educational context and by showing them practical applications carried out in Internet.

7. To help the educational personnel be located critically in Internet looking for new solutions, discovering elements for their permanent training and using it to develop educational projects.

8. To teach to learn via Internet by regarding it as an instrument for the personal development and revealing its sense and its aim for the human activity.

9. The course presents some didactic units that can be implemented in about fifty hours. The units cover topics about Internet. In the introduction, the topic is approached in its global and theoretical aspect, then, it covers practical questions on the use of the Internet in education. There are three training areas:

10. The adaptation of the educational personnel to the didactic methodology and the evaluation of their effectiveness; The awareness of the possibilities of Internet to improve the educational task; The advantages of Internet when creating new learning environments.

11. Regarding each one of these three areas, some orientations and concrete experiences are shown by the UNESCO Training Center of San Sebastián. A resolved commitment will discover new procedures and resources to make the teaching be more effective and to invigorate the educational vocation.

12. ASPECTS OF COORDINATION AND SUPPORT The curriculum is a group of activities, methods, experiences and contents that can help people to use Internet efficiently. That is to say, obtaining, selecting and visualizing information, as well as using it critically and valuing the effectiveness of its use in the teaching and the learning tasks. This can be achieved by developing an information suitable for Internet.

13. IDENTIFICATION OF ROLES AND RESPONSABILITIES The training via the Net foments the personal autonomy, the self-learning and the self-training capacity, as well as the self-regulation capacity and the self-evaluation of the learning processes. Also, the educational personnel will find Internet an instrument for obtaining resources.

14. The running activity structure: Tries to: To develop the communication function of Internet by presenting diverse applications, such as, for example, the electronic mail, cooperative projects, debates and forums, Web;

15. To highlight the informative function of Internet by presenting their possibilities to obtain documents and didactic resources through texts and multimedia, articles, videotapes, services, people, companies, institutions;

16. To favor the didactic function of Internet by showing its capability for the realization of tutorships, for the on- line access to didactic materials, to visit tele- libraries, to enter in virtual campus.

17. : I Block: Internet: a new paradigm n n The cultural change in the digital era. n n E-mail. n n Tutelages. n Internet: to be educated and to be trained. n Distribution list. n Electronic magazine. SUBJECTS

18. I Block: Internet a new paradigm n n Internet: a educational learning. way. n Chat. n Virtual Secretaryship. n Examining the pedagogic effectiveness of Internet. n Web. SUBJECTS

19. II Block: II Block: The UNESCO and the new technologies n n The Delors Report n Virtual n Virtual campus. n Virtual n Virtual city. SUBJECTS

20. –K–K–K–Knowledge –U–U–U–Understanding –L–L–L–Learning –A–A–A–Awareness Approaches Applications Discovery Realization Identification Participation

21. –Personal work –Analysis –Diagnosis –Prospective –Definitions –Review –Reminder Evaluation – Self-evaluation

22. –Services and systems of Internet. –Instruments for the use of Internet.

23. –T–T–T–To contrast –T–T–T–To relate –T–T–T–To identify –T–T–T–To compare –T–T–T–To create –T–T–T–To joint –T–T–T–To pick up

24. SPECIAL REQUIREMENTS FOR CLASSROOM ORGANIZATION The course on the use of the Internet in education moves along the space – time coordinates of Internet. And these coordinates condition the educational practice. Hence, the time dedicated to each didactic unit depends on the own user according to his/her self-training and self-learning necessities. Anyway, the following chart can be used as an orientation when performing the task.

26. EVALUATION– SELF-EVALUATION The Evaluation – Self-evaluation is an inseparable and an important part of the teaching and learning process, amending it, modifying it or confirming it. The Evaluation – Self-evaluation must be a systematic and permanent activity and it must be integrated inside the educational process, so that:

27.  T o improve this process o help o guide o criticize the plans o revise the programs o re-think methods and resources.

28. EVALUATION– SELF-EVALUATION In the course on the use of the Internet in education, the evaluation is qualitative, not quantitative, and it tries:  To value the student's yield, determining if he/she has achieved the objectives and in what degree.  To diagnose learning difficulties.  To guide the learning for an easier and more efficient way.  To improve the plans and the work techniques by means of a continuous revision and critic, based on the evaluation of the results.

29. EVALUATION– SELF-EVALUATION The areas of the evaluation process are:  The knowledge in the information levels, understanding, application, analysis and synthesis capacity and valuation.  The aptitude and attitude.

30. EVALUATION– SELF-EVALUATION The evaluation instruments in the cognitive level are:  Free tests that outline problems whose solution should be found in Internet.  Objective tests on memory, fulfillment, coupling, ordination, analogy, interpretation, etc.  Practical performance tests in which it is necessary to carry out a certain activity.

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