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Daniel Turienzo Nieto

Diccionari visual de la construcció. Departament de Territori i Sostenibilita... - 0 views

www20.gencat.cat/...0ef7c1d39370645f13ae92b0c0e1a0

tecnologia recursos vocabulari diccionari tècnic construcció

shared by Daniel Turienzo Nieto on 22 Oct 12 - No Cached
  • Daniel Turienzo Nieto on 22 Oct 12
     
    "Diccionari visual de la construcció està dividit en sis capítols: urbanisme, edificis, elements constructius de l'edifici, infraestructures de transport i comunicació, construccions hidràuliques i execució de l'obra. Cadascun d'aquests capítols consta de diverses il·lustracions sobre aspectes concrets i de la terminologia que hi va associada."
Daniel Turienzo Nieto

Cultura Audiovisual 2n Batxillerat - 1 views

sites.google.com/...home

imatge i so

shared by Daniel Turienzo Nieto on 06 Dec 16 - No Cached
  • Daniel Turienzo Nieto on 06 Dec 16
     
    web de teoria i recursos audiovisuals
Elvira Safont

Competència informacional a l'aula - 1 views

sites.google.com/...concepte

biblioteca biblioteca escolar Competències bàsiques competència informacional competència

shared by Elvira Safont on 03 May 12 - No Cached
  • Elvira Safont on 03 May 12
     
    El terme competència informacional és relativament nou, neix de la necessitat de trobar un terme específic per a denominar l'ensenyament i aprenentatge de conceptes, habilitats i actituds relacionats amb l'ús de la informació tot integrant diferents llenguatges i suports comunicatius i implicant tots els processos tant de cerca i tractament, com d'ús de la informació que tenen lloc per a que es produeixi la transformació de la informació en coneixement. Si bé el terme és recent, els processos i les capacitats implicades han existit sempre però vinculats fins ara a la cultura impressa.
Samuel Soriano

Cuentos para jugar - 3 views

colegios.pereiraeduca.gov.co/...jugar.html

Recursos cuentos bibliojocs

shared by Samuel Soriano on 02 Jan 12 - Cached
  • Samuel Soriano on 02 Jan 12
     
    Estas historias se publican con la amable autorización de la RAI (Radio-Televisión Italiana). De hecho, fueron escritas para un programa radiofónico que se titulaba precisamente Cuentos para jugar, que fue emitido en los años 1969-70. Estos mismos cuentos aparecieron después en el Corriere dei piccoli. Cada cuento tiene tres finales, a escoger. En la última sección el autor ha indicado cuál final prefiere. El lector lee, mira, piensa y si no encuentra un final a su gusto puede inventarlo, escribirlo o dibujarlo por sí mismo. ¡Que os divirtáis!
xianadiazgz

Aplicacions web 2.0 en educació - 4 views

sites.google.com/...recursosescola

web2.0 recursos repositori edició

shared by xianadiazgz on 28 Sep 11 - No Cached
  • xianadiazgz on 28 Sep 11
     
    Recull complert i estructurat
Joaquim Bernà

Education Week: Language Arts Educators Balance Text-Only Tactics With Multimedia Skills - 1 views

www.edweek.org/...35mm-languagearts.h30.html

education Llengua TIC web2.0 usa Didàctica

shared by Joaquim Bernà on 02 Jul 11 - No Cached
  • “We need to help students think about how as writers they are making good, responsible, thoughtful choices about the ways they represent themselves, other people, topics, and issues,” he said. Mr. Hicks recommends digital storytelling for students, which allows them to create three- to five-minute videos with their own narration. They can embed sound effects, music, and special transition effects between each frame, he says.
  • to assess what students are doing and creating, he says, students can use Jing—a Web-based screencasting tool—to make presentations that explain how they crafted their digital stories.
  • “With digital writing, I agree that we need to move beyond the ‘wow’ factor. Yet I think that there are times where students can compose and collaborate on digital texts in ways that they couldn’t have possibly imagined with simply having pencil and paper,” he said.
  • ...8 more annotations...
  • “Digital writing, like all kinds of writing, requires teachers to create authentic assignments, share good mentor texts, model the process of composing a digital text, confer with students, invite them to confer with one another, and assess the writing as both a process and a product,”
  • “We do a lot of writing,” she said. “Probably more writing than they’ve done in school before. And most of that writing is published on the Web. That’s really the crux of it.”
  • “Every one of my kids is a publisher,” he said.
  • In his Cyber English class, every student spends most of the class period writing on a computer, Mr. Nellen says. He is able to check on students’ progress by viewing each student’s computer screen through his own.
  • In addition, she says, her district often blocks digital tools that she would like to use. For the class project with Ning, for instance, Ms. Funk had to appeal to the district to first unblock the site.
  • “When [student] writing becomes public, it ceases to be this assignment they just hand in for the teacher,” Ms. Hogue said. “At some point, the shift happens in their minds that anybody could be reading this, and it really needs to look good.”
  • “We’re learning alongside students,” she said, “and that changes some of the dynamics in the classroom.”
  • Having a constricted curriculum can also make it difficult for teachers to find the time to incorporate new methods and innovative technologies, Ms. Kajder says.
Elvira Safont

Identidad digital e innovación en los centros educativos - 2 views

francescllorens.eu/site

article educat 2.0 escola 2.0 TIC secundària

shared by Elvira Safont on 27 Oct 11 - No Cached
  • Elvira Safont on 27 Oct 11
     
    Artículo de Francesc Llorens: Pautas para el análisis del concepto de identidad digital como eje de las políticas innovadoras de los centros educativos de Educación Secundaria. Este concepto se convierte en un eje decisivo para configurar los centros innovadores del futuro. Criterios para construir prácticamente entornos digitales que presten soporte a la promoción de la identidad digital.
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