VALUE-ADDED OF GOOD PRACTICES WITH ICT IN SCHOOLS
<!-- @page { margin: 0.79in } P { margin-bottom: 0.08in } --> <p style="margin-bottom: 0in;" align="JUSTIFY"><span lang="en-GB">This article provides a theoretical and methodological framework in which to place the impact or Value Added of the Best Pra...
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| Main Authors: | , |
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| Format: | Book |
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Ediciones Universidad de Salamanca,
2010-02-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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| Summary: | <!-- @page { margin: 0.79in } P { margin-bottom: 0.08in } --> <p style="margin-bottom: 0in;" align="JUSTIFY"><span lang="en-GB">This article provides a theoretical and methodological framework in which to place the impact or Value Added of the Best Practices with ICT in schools. To do so, starting from a description of policies of integration of IT and Communication Technologies (ICTs) in our country, and more specifically in the autonomous Andalusian community. Following are the main methodological approaches that guide the assessment of current education policies and, by extension, the integration of ICT policies. Policy analysis reflected in the concept of Good Practices as a way to evaluate the policies of integr</span><span lang="en-GB">ation of ICT in schools within the scope of effectiveness of schools and more specifically within the value-added models in education. Finally, we note that the methodological guidance in our work takes on the concept of added value, providing a list of indicators that can be used for the assessment of ICT policy based on the evaluation of schools and the development of teaching practices.</span></p> |
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| Item Description: | 2444-8729 |