Bibliographic citations
Monroy, V., (2018). Gestión curricular en el uso de las tic en las sesiones de aprendizaje de los docentes de la institución educativa nº 40484 Virgen de Fátima de la provincia de Islay – Arequipa [Tesis de segunda especialidad, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/790
Monroy, V., Gestión curricular en el uso de las tic en las sesiones de aprendizaje de los docentes de la institución educativa nº 40484 Virgen de Fátima de la provincia de Islay – Arequipa [Tesis de segunda especialidad]. : Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/790
@misc{sunedu/3319297,
title = "Gestión curricular en el uso de las tic en las sesiones de aprendizaje de los docentes de la institución educativa nº 40484 Virgen de Fátima de la provincia de Islay – Arequipa",
author = "Monroy Rodríguez, Valentina",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
This work documents the Action Plan on curricular management in the use of ICT and the effect it has on the academic performance of students and the improvement of the pedagogical work of teachers of the I.E. 40484 Virgin of Fatima. The general objective is to strengthen an adequate curricular management in the use of ICT, in the learning sessions of teachers through the implementation of a Professional Learning Community. In the conceptual references, the supports of a curricular management, Information and Communication Technologies, Professional Learning Communities and Monitoring, Accompaniment and Evaluation of teaching practice are presented. The research is of a qualitative approach, the instrument that was used to collect the information were questionnaires addressed to teachers; 15 teachers were surveyed. For the analysis of the data, a matrix of categories was prepared where the opinion of the people surveyed was placed. The results indicate that ICT tools are not used, but they have a great influence on the academic performance of their students, experiences regarding the use of ICT are not shared and that monitoring is carried out, but the accompaniment is not very fruitful, because it does not it is done in a timely manner and the time dedicated to this aspect is short. For which the implementation of a Professional Learning Community is proposed as an alternative solution. Once the planning is completed, it is necessary to develop the monitoring and evaluation matrix, it will allow us to collect relevant information regarding its execution, with the purpose of making decisions to continue, modify, discard or complement actions that lead us to the achievement of the planned objectives.
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