Bibliographic citations
Madariaga, M., (2018). Gestión curricular en la aplicación de las TIC en las sesiones de aprendizaje del Nivel Secundaria de la Institución Educativa N°40208 Padre François Delatte del distrito Socabaya – Arequipa [Tesis de segunda especialidad, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/1730
Madariaga, M., Gestión curricular en la aplicación de las TIC en las sesiones de aprendizaje del Nivel Secundaria de la Institución Educativa N°40208 Padre François Delatte del distrito Socabaya – Arequipa [Tesis de segunda especialidad]. : Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/1730
@misc{renati/803781,
title = "Gestión curricular en la aplicación de las TIC en las sesiones de aprendizaje del Nivel Secundaria de la Institución Educativa N°40208 Padre François Delatte del distrito Socabaya – Arequipa",
author = "Madariaga Medina, Mery Cristina",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
The action plan called: Curricular Management in the application of ICT in the learning sessions of secondary level teachers of the educational institution 40208 Father Francois Delatte, is justified because it realizes that teachers present difficulties in their pedagogical practice when implement ICT in the learning sessions, presenting routine pedagogical practices, making use of traditional strategies, not taking into account the context, a situation that affects the achievement of student learning; This is how the general objective set out is: Improve curricular management, monitoring, accompaniment and evaluation and implement collaborative work strategies by guiding the application of ICT in the learning sessions to the teachers of the secondary level of the Educational Institution; Considering that ICT as a didactic resource, constitute a tool to improve teaching performance and consequently the achievement of learning, this problem not only occurs in the educational institution but is a problem at the national and international level as evidenced in the background of experiences found. The action plan presented has followed a sequential process; It began with the collection of information from a group of teachers through the focus group technique, which highlighted the prioritized problem presented in the action plan, which allows us to propose alternative solutions where capacity building is strengthened. teachers as well as the capacities of managerial leadership, this taking into account what was developed in the Diploma of Specialization in School Management and Second specialty in School Management with a mention in Pedagogical Leadership. The implementation of this action plan through executing the solution proposal, knowledge of the objectives, strategic activities that will allow the change that EI needs to be made, in them different changes will be seen starting by pedagogically strengthening teachers taking into account the follow-up in monitoring and accompaniment, apply the strategies of good school coexistence, which will improve the teaching-learning process.
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