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urgent Collaboration

Hello everybody s:

Within the framework of a brief investigation I am conducting a survey (click here ) on the uses, habits and knowledge of teachers in ICT. All contributions will be most welcome, so far I have not receive many.

ICT Teachers Survey

Thanks for helping.

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" Growth " University of Almería

The main purpose is to give your mind more information or belief, or try to convince you of something, but about a change of consciousness, namely waking up, recognizing the ego with his way of thinking, speaking and act, in addition to the groups conditioned mental processes that perpetuate the state of numbness and then de-identified.

Unhappiness and negativity are a disease on our planet. They are everywhere, not just in places where people do not have enough, but even more where people have more than necessary. Is not it amazing? No. The developed world is more deeply identified with form, more trapped in ego and not living the present moment.

addition to addressing the above topics will be given practical tools for the awakening of consciousness can be effectively through access to now and the inside knowledge through the use of different techniques of meditation, mindfulness and other meditation practices.

Although it may seem, these paragraphs do not come from one of those programs that generate randomly, grand but empty text content. Or, well, maybe it comes from one of these programs. Anyway, are the words with which the University of Almería (which makes its debut on our list) presents the second edition of his personal growth course. Techniques for the Development of Full Consciousness (Mindfulness): Physical and Psychological Health.

What what is it? Good question. At first glance looks like a hodgepodge of mystical crap. And in second and further hearings ... as well. See if the course syllabus:

To develop such substantial issues, the University has had the valuable collaboration of a group of experts including, as explained in the course brochure (pdf ) characters are a Venerable Tibetan Lama, a Shaman from Peru or "Master Course in Miracles and creative Introd." A guarantee of ... well, a guarantee.

Finally, anyone is free to spend the 250 euros that is the course on it or what you damn well (another thing that is ethically acceptable for a public university program such a thing, of course). But if you want to checkout, I gladly offer a sample cheaper and certainly much deeper than Eastern wisdom and these things. Enjoy it.

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music in class, giving

Music is another important aspect in language classes and also all know how well you spend with her. There are many possibilities and related activities, but another possibility for use and exploitation is shared, as we do with our friends or acquaintances: recommend, suggest, knowing through SICA Ú. M.

currently have many gaps in the network we offer music online, or download it without anger or companies copyright. Some of them are: Deezer , Spotify , Last.fm, Grooveshark, Jamendo ... In most cases it is not necessary to sign up, but the benefits and opportunities to be a user gives spacious.

But how can we use in the classroom or in our online spaces?, See:
• lists recommendations as weekly or monthly to let you know English music create a list spotify or GrooveShark and then hung in our Facbook or blogs.
• List of songs that we used in class.
• Propose that present to the class group activity is a list of songs English and talk about the selection.

The truth is that it gives enough play and help unite the group and share knowledge through songs or artists. And always be the "guateques" in our schools.

As for music we have the options for watching videos in class or use them in our social network, blog, googlesites ... For Therefore, it is helpful to have a channel (one account) or Dailymotion YouTube, which have accommodated all the videos that we use for our classes and so students can access them and have them located (and if we are organized by themes or levels, much better) on a single channel, which if wish you can subscribe.

As Huxley said: "After silence, which comes closest to expressing the inexpressible is music." Notice the can.

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The University of Cordoba and the strange case of "Bunker method"

Anyone with some experience in the world of pseudoscience feel some alarm when meeting with a statement like this:

And that is exactly the first thing one encounters when visiting the web the so-called "Bunker Method" of training for rescue dogs. That and a lots of pictures and references to the many merits of its creator (and owner of the page), who included no less than "official Biography", which the alarms start to sound deafening.

In fact it is very difficult to evaluate one such method. Indeed, a look at the "introduction " published by the website itself again bring to mind many of the characteristics pseudoscience. Such prestigious organizations as the Organisation Rettungshunde Internationale, the American Rescue Dog Organisation or the American Kennel Club not seem to have even heard of the method. And in our country, opinions are divided, basically, between the excitement of ... Well, the creator of the method one hand, and criticism a specialized forum on the other. In fact, in view of what counts from Mexico Andrew Tonini, that the "Method Chest" has all the earmarks of being something like a GT-200 canine version. So it's

as little surprise that the University of Córdoba will provide an introductory course Chest Method endowed with 3.5 points of free choice.

Admittedly dress like this does not look like much. Come on, seems so peripheral, so little academic, as announced a course on copyright Czech cinema in the sixties and the various ways to prepare and taste the white garlic, right? There is an official recognition, right? For

do not know, but it seems. In the note published by the University (though what he says and how he says it reminds suspiciously like the contents of the official website of the method) we read that

Córdoba University will carry out projects research and development in the field of ethology after the signing of an agreement between the rector José Manuel Roldán and Jaime Parejo, creator of Chest method for the use of it in relation to matters of Ethology and Animal Protection which taught in undergraduate and graduate studies at the University of Córdoba.

Chest

The method is considered a revolutionary scientific system for training and intervention canine search teams, which has increased the rescue of persons in disaster having been recognized as the first scientific research prize awarded by the Royal Canine Society of Spain or the Certificate of Distinction Award from the United Nations Sasakawa.

course that's nothing compared to what it says your web method (emphasis added):

from 13 to 17 December 2010, will be given officially at the University of Cordoba, the institution is, the first course "Introduction to the Arcon Method, training and intervention system for Canine Search Teams and Detection."

This course, carefully selected and officially approved , fell within the macro-area of \u200b\u200bexperimental science, seen as theoretical and practical teaching in the course of Ethology, Animal Protection and Ethnology of the Veterinary Curriculum at the University of Córdoba and has a duration of 50 hours of theory and practice (5 credits), face, spread over 5 days.

And all this, well, pales next to what this significant (and in some ways to chilling) commented on the note by the University :

I am proud to be ARCONIANA, is beautiful to give our contribution to humanity with the rescue

Come which apparently is true that this whole "Method Chest" is a recognized progress for humanity. What is unclear is which way is forward.

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The College of Physiotherapists of doublethink

The great George Orwell defined doublethink

as the power of holding two contradictory opinions simultaneously, two opposing beliefs simultaneously housed in the mind.

I do not know if this is the case of the Official College of Physiotherapists of Andalusia, but it is a benevolent way to see the case: the order should be true after all doing what they do.

What do they do? Well, first let's take a look at this interesting new :

do not have to be left eye on the screen. I transcribed the most interesting plays:

Physiotherapists courses denounce the proliferation of 'health' without recognition or academic validity.

The College of Physiotherapists of Andalusia has launched an information campaign to alert citizens about the no validity of courses in different institutes, academies and even gyms and sports centers Andalusian similar content that are taught in Physiotherapy colleges but legally without enabling students to treat ailments or injury to any patients or clients.

Specifically, physiotherapists have complained to the provincial service centers consumption "Kiros", "Shaman", "Praxis", "Orthos", "CEMETC", "Aquafor", "ESEN" " Avalon "," Osteomed "and" Hufeland ", among others, for alleged misleading and lead to possible errors by students about the validity of the courses offered, because, contrary to the Decree 175/1993 requires of 16 November, do not indicate in their advertising that course is not recognized by authorities (Ministry or Ministry of Education) as official teachings (...).

's no validity of these courses means that the College of Physiotherapists, defending the health of citizens, shall take appropriate legal measures against those who use the lessons taught in these and other similar centers for treatment of injuries and ailments of patients, warns Villafaina.

In this sense, the College of Physiotherapists has put his legal team available to potentially affected of these courses to launch complaints and legal action necessary to defend the rights of consumers.

The news is supplemented by the notice published by the College explaining all that, it's this one here:

well as several newspaper clippings and, most interestingly, a list of titles that can be found pdf here.

So far so good, right? Come on, it was time for someone, even a professional association acting in the interests of their members, would take care to put some order in the matter of bogus degrees, right?

Well, yes, that's fine. What is not so well is that on the same site of the College we are with things like this :

Or

in training section (the link points to capture the web made at the time of this writing) we offer things how are you:

- OFF POINT TRIGGERS WITH NEEDLES AND CORRELATIONS BETWEEN CHINA AND MEDICINE myofascial chains:

- ACUPUNCTURE FOR RATIONAL PHYSIOTHERAPISTS :

- Course Kinesio Taping "Kinesio" :

- NUTRITION AND TREATMENT OF DISEASES Orthomolecular Medicine MUSCULOSKELETAL AND RHEUMATIC :

- MANUAL LYMPH DRAINAGE:

Etcetera, etcetera. Courses that have exactly the same legal (not to mention the scientist) that the College report. That is: no. In fact, the only noticeable difference between them is that the complaint about the College and others approves payment, yes, the generous fees that details the rules college (which can be found in this word document ).

Anyway, as you can see is a textbook case of doublethink . And that's being generous when describing him, right?

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Blogs coordinated singing in the classroom through

One aspects that is sometimes questioned the blog in its educational use is its verticality, the fact that the writing and production is in that direction and in most cases by individual authorship, collaborative blogs are a minority in the network, although trends can change with practice. Anyway, you can break the verticality of blogs not only through the collaboration in writing but through good coordination of classroom blogs. I show a chart explaining the collaborative work, then move on to explain:

As we see in the image can be obtain a broader and more varied performance of the blogs if orient the work towards a production 2.0 both collaborative and authentic language. Taking the position of an action-oriented approach as noted by the CEFR and we set out to create activities that students will see real results and the like in the example I will develop to benefit from its implementation and commissioning in practice.

The practical example: The teacher's blog or in the classroom, the blue blog listed on the chart, speaks to students at the bars (in this case of Seville) , of sociability through of them, the familiarity of the waiters, etc, etc ... In this text will be proposed to students who choose a bar in Seville and a tapa or two caps to recommend it. The professor offered an example of a bar and a lid, such as blog comment. They will do so through the comments. They explain that the final task will be scheduled several tapas tours and do a little culinary guide in Seville. For all this, students should make an entry in their individual blogs that have selected bar, explaining why recommend this bar, having to describe what the bar, the atmosphere and the food.

In class, read the blog entries and will be discussed to develop the various routes of tapas, that if the organization of the cultural program allows, may be made by students of the school. In the tapas tours may take pictures and videos be uploaded to the blog.

same class will work on developing a culinary guide to the recommendations that have been proposed. This document is available in class or through GoogleDocs. Once the wording and layout with photos and new comments will be posted on the blog again and role in the school for disposal of all.

All these tasks 2.0 give a lot of satisfaction to both students and potential outcomes of their activities in class or at home, both individually and collectively.

Therefore, throughout this work, has been given to multi-use blog: vertical writing entries on their own blogs, reticular to be all blogs connected and, finally, horizontal in the development of various collaborative text generated as a final task. It would be like a blog-wiki-redsolcial.

But the use of blogs in education is not always desirable, it all depends on the type of student who will work with this tool. Perhaps the student profile is the best mold intensive courses, semester or yearly, either submerged or not. I believe that the outcome with intensive students, which are frequently used in immersion, those who are half a month in schools or language centers, given the performance of individual blogs too low for the effort and time has to get used to this type of work.

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Andalusia and Murcia University also let it slip through the University of Seville

sure remember the story of astrologers who slipped a conference at the University of Alicante . Or that other, more poignant still, the spiritualist EMINAR s held at the University of Castilla-La Mancha , which not only swept away the prestige of the institution, but ended with a conviction the teacher who warned university officials that they were kidding . The problem in these and in many other cases, it is partly the lack of minimum controls to prevent the university facilities hosting acts contrary to the work of promoting culture, science and rigorous knowledge that characterizes the Universities ( or should characterize them, although, as we see in this list, not always the case). And in part, why not say it, the negligence of the university authorities, who are not even able to rectify when someone says they have stopped brewing a goal in the entire squad.

The University of Murcia has a nice Social Centre for the purpose of being, according to her web ,

common and open space initiatives in information, culture, leisure services and the university community and society in general, emphasizing the central role of users and developers of their activities, a necessary complement for an integrated education.

To this end, we are committed to continuous improvement of the Centre and facilitate, as far as we can, the means for the realization of their projects that are, ultimately, the University of Murcia.

Since its inception the Centre's presence in the University Social Murcia society must be present to constitute a "spearhead" to make clear the central role of the University of Murcia as a focus of thought and knowledge in the Region of Murcia, through its social and cultural activity, driven by open mind and multidisciplinary that characterizes our university.

That sounds nice. But we are confident that not one of those " projects that are, ultimately, the University of Murcia ", it has nothing to do with " the title role of the University of Murcia as a focus of thought and knowledge in the Region of Murcia "something like this :

A title that may seem insignificant. But read, read the program. And tell me what to paint things as

PHYSICAL OR MENTAL ILLNESS: emotional triggers, ENERGY LOCK THE PERSON DID NOT SOLVE?

ACTIVITIES AND THERAPIES OFFERED DURING THE SATURDAY MORNING:

• Angela Ruiz Canovas: Diagnosis With Quantum and Bach flower recipe. Group therapy SELEGNA regression-rebirth
• Rita Grieshche: Shiatsu massage. Maribel
• Painting: postural reeducation.

PRACTICAL EXERCISES FOR TRANSFORMING EMOTIONS EMOTIONS OF LOW FREQUENCY HIGH FREQUENCY.

soul, consciousness and spiritual elevation.

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In a University that boasts (and do not believe that Murcia is a university that they despise ). Not to enter the curriculum some of the speakers, among which we have a " Biodynamic cranial sacral therapist, massage, lymphatic drainage "A" Polarity therapist, Biodynamic and Quantum therapy, reflexology, auricular "a" Specialist 'Power Stroke', Reiki Master, Master Instigator First Western Angelic Reiki, "a" Professional Coach, Gestalt Therapist, Master Trainer in NLP, Hypnotherapist, Reiki Master, Bach Flower Practitioner "... Well, the only thing that seems fairly normal is presented as" Lightworker " If it were not for the rest of his skills - " transpersonal and holistic therapist, radionics operator, trainer and facilitator of integration of Being, metaphysics (I am), regressions, rebirthing "- seem to indicate that the" light worker "does not refer to an employee of Iberdrola.

Finally, an event that the University Murcia (and, incidentally, AFAD associations, Association of Relatives of Alzheimer's and dementia Sewer; Canvi Cartagena, Murcia Association against Cystic Fibrosis, participating in the event probably without realizing where they have gone) should not be proud to host. Even taking into account that the poster of the event do not see the logo of the University of Murcia;

Because it was clearly set to be held in its facilities. With whom should have little more care, really. that is not the first time that the strain ...

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No comment. You do not need, right?

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Donkeys of the University of Vigo University of Málaga

Before anyone is offended, read the news :

Come on, that despite title of this post, not to say much less than in the University of Vigo are donkeys. The most that there is a donkey loose. And not in Vigo, but Allariz, which is holding a course Asinomediación and Burros Assisted Therapy, by the ANDREA and co-organized association, yes, from the University of Vigo.

Finally, we must recognize that the burritos are very pleasant, and even poetic, as we showed Juan Ramón Jiménez. But then to recognize its therapeutic value is a good way the University of Vigo not skip so lightly. And not even an excuse that nothing less than IMSERSO recognized that of donkeys as a "good practice in gerontological intervention in rural areas" , the few studies conducted to date do not stop to prove that "animal assisted therapy" to be truly effective, there is still much doubt to giving it tacit recognition is a whole college course. It is certainly a field worth investigating, of course. But without doing the donkey.

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The didactic technology: A road that has begun to explore space

By Gustavo Gennuso

Note:
This set of notes we will try to tell with greater simplicity possible, but without losing depth considerations on the didactic technology. We begin with the general presentation and move forward into the EGB3 examples that allow us to see how our proposal works

What has changed?
Proposal educational technology has evolved as the area was becoming a reality in classrooms. It is a logical way to have gone learning, changing views, debating to start building teaching models that facilitate the appropriation of content that can operate meanings in reality. An example of this evolution is the path in many places has been called "Technology Project."

From start over as a method of content in this time we finding its place among the contents. What they teach as working groups in technological development make for solve problems or challenges they face. These changes are related to the restatement teaching, but also with a better definition of the object of study that requires the need to adapt courtly practice.
If for example my subject out "how to make or develop technology may technological project should be the central method of teaching in the area. However, some suggest that Technology Education is an area of \u200b\u200bgeneral education is not intended for the education of technologists but to analyze and reflect the technical and cultural product, to know reality and to intervene in this situation, taking man as point of departure and arrival . That is, art as a collective in the context of the that influences and is influenced. For the latter, the teaching strategy must go beyond that the proposed technology project. You must enable reflection on the complex relationships underpinning technology to society, culture knowledge.

Something similar can be said about another set of content has also been taken method: the analysis of products. As presented in many proposals curriculum refers to the teaching method used industrial designers to approach an object designed or designed, which is important but makes only a part. To consider them as a cultural product technological objects are subject to different viewpoints, forms of analysis and ways of approaching.

Where do we walk?
know the importance of students to propose a cognitive conflict take them to reorganize their existing knowledge and build new knowledge significant. There is also consensus that education should include technology "learning by doing." It seems, then that technology is important problematize teaching content through containing situations. The work or operate in the resolution of this problematization can promote concern for learning and also includes in many cases the use of media and technical processes. The proposed methodology has several times between those who want to rescue two relevant: the time to "solve by doing and the moment of reflection. Obviously

be present moments like inquiry and expression of prior knowledge, information, evaluation, etc. If technology was only teaching techniques or processes understanding and knowledge of products the moment of reflection would not exist. Sin embargo consider it essential to our proposal that should be made explicit here the art contextual relationships (society, culture, knowledge ). Now say we can refer to temporary spaces rigid however this is not necessarily the case because there may be a permanent interaction between learning by doing and reflection. This means that the presentation of problem situations is to our understanding of the importance strategies in teaching technology.
Consider first that features should have these problematic situations :

· be understood: This requires the teacher technology capacity formulate problems that are understood by students. It is common think the solution first and then from there we make a proposal problematization. This road needs at the discretion of several looks in the formulation of the problem as being thought from the solution given for obvious things that are not for those who do not know.

In almost opposite, also tend to think the problem without taking into account the solution . While we do not propose unique solutions to the effort to imagine what ours would be to help in cases of immobilisation the process by finding no alternative.

· admit more than one solution : Related to the previous point can say here that is extremely interesting that the problematic situation is open allowing creativity, the search for alternatives.

· allow the design and development of a solution that resolves the situation : In general the power to resolve the situation in question helps students position with a positive attitude to further analysis. On the other hand it not a proposed solution to a solution can indicate that the situation could not promote new learning. This is different to
work with the error as a source of learning, that we can speak of error must have a proposal, but this is wrong.

· be motivating to promote learning, represent a challenge : is important that the student takes ownership of the situation, take ownership.

· promote individual and group reflection : This is one of the intentions of the didactic approach, that the situation presented go beyond the situation itself and allow work concepts and procedures global.

· Interrelate contents: The contents are not isolated, but are deeply related. Working with the problematic situation should allow highlight this relationship

· contextualize the content to work : This is one of the basic requirements technological education in technical production this inserted in context and therefore it is important that those contents have we address this in mind. Overall problematic situations that we propose will have to do with a simulation of reality in a school context, which in itself imposes conditions. Contextualizing not mean, in our view, only take for solving real problems but also put in a context of simulated problems so that students can view them as real.

· be embedded within a thematic sequence and have an intention Teaching : On one hand we must be able to make a selection of themes to work and sequenced so as to propose a temporary proposed to be developing. For other situations should be raised of an intention to take to address the proposed contents. often think the situation first and then the contents work, which does not seem to respond to a planned activity of the technology education.

· propose a construction from the prior knowledge in a new situation.

The area of \u200b\u200binquiry that should be mentioned further on one side and meanings to the content addressed, lead to information and argument. Furthermore it is important that contains spaces metacognitive where you can recreate or conceptualizing the road that ran.

problematic situations can be as varied as the basis of the predetermine content to be working. Do not use it as an exercise an algorithm or technique, but to problematize the content. The evolution of a technique , the conceptualization of content, the impact analysis and processes, etc. can be worked out from these situations. Le
propose in the next note address some examples to "put in the classroom" so we have expressed.

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y. .. the complete catalog of pseudoterapias

few months ago went through our list at the University of Malaga with its Course acupuncture health sciences, and certainly would have deserved another mention, as a comment warned for his summer course entitled "Living from full consciousness. A scientific vision."

But all that pales to the information you recently sent a reader of the blog. This is the optional subject "complementary therapies", which provides among other races in the Diploma in Physiotherapy:

And what is it? Where they can hang on, here are the program (taken from this pdf by the simple copy, paste, and try not to lie to mourn below):


THEMATIC

: Lifestyle therapies:

Item 1: Item 2

Naturopathy: Relaxation

Item 3: Display

Item 4: Meditation

THEMATIC: Therapies for Physical Fitness:

Item 5: Tai-Chi

Item 6: Rei- Ki

Item 7: Yoga

Item 8: Aromatherapy

THEMATIC: Natural Therapies:

Item 9: Homeopathy

Item 10: Bach Flower

Item 11: Phytotherapy

Item 12: Homeospagyria

THEMATIC: Therapy Contact:

Item 13

Reflexology Item 14 Item 15

Aromatherapy Massage Energy

Item 16: Acupressure THEMATIC

: Oriental Therapies:

Item 17: Acupuncture

Item 18 Item 19

Shiatsu: Yoga

Anyway, as you can see on the list only need the majiterapia . Laughter therapy is also because, although not mentioned. Read, read what appears on the list of "generic skills / generic" program that includes:

not be denied that, as a subject, the thing of shame, but as joke is great, right?

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Fernando Cuartero, spiritualists and the University of Castilla-La Mancha Universidad de Sevilla

Since we The list of shame have followed the custom of referring only to current or future courses (with one exception , but the case was so outrageous that it was worth to tell). So we will not spend any tickets to things like neo-fascist content, apparently, were held last year at the Universidad Complutense, or the many masters and degree of pseudoscientific topic that have appeared in other courses many universities but, fortunately, have not come to offer.

But today we will have another exception, because the case so deserves.

A year ago, and had Luis Alfonso Gámez in Magonia , University of Castilla-La Mancha Albacete transferred its auditorium to hold a seminar on Life After Death , clearly pseudoscientific content. As occurred not long ago at the University of Alicante , event organizers took advantage of the university, apparently, did not bother to check minimum to rent their facilities, so they took chest UCLM assuming that working with the assembly. The protest by a group of teachers prevented vendors continue using illegally mysteries the logo of the University, but failed to prevent the act should be held, leaving the name associated UCLM spiritualism.

The news today is that Fernando Cuartero, one of those teachers who, in defending the prestige of the university, protested against the act, has been sentenced ~ ed as the author of a lack of wrongs committed against one of the organizers of the event . The Judgement (pdf ) is based on that in his open letter to Vice Chancellor, Fernando Cuartero used the term "vulgar scammers" to refer to some organizers (who did not name) that, as he continued,

for the modest payment of fees, obtained through a bad practice, an academic who is sought under completely false.

The Judge has completely ignored this part of the sentence, of course, explains very clearly what was the deception that the organizers submitted to the University and has accepted in part the arguments of the complainant, a man named Rafael Campillo, who claims to be the real organizer of the event ( while officially recorded as such an association ).

The penalty imposed is, of course, ridiculous , the reasoning of the Judgement is probably debatable, and there is always the possibility that the Court revoked after the relevant resource. But In any event, we invite all readers of this blog to disseminate what had happened and join the advocacy group Professor Fernando Cuartero that has been created on Facebook.

The purpose of the list of shame is neither more nor less, defending the prestige of the universities against the infiltration of pseudoscience. That is exactly what I did in his day Fernando Cuartero. And we're confident that will continue, to which will have all our sympathy and our support.

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y. .. yes, again

Cambalache He tells :

The call (PDF ) for Social Action the University of Seville again to include the fourth consecutive year this amazing paragraph in economic aid it provides to its employees:

1.1.7. Homeopathy or acupuncture treatments must be prescribed by a physician and / or known to the primary care physician of the person concerned shall certify its recommendation or supervision to therapy. In cases where treatment is dispensed by a different center practitioner prescribed, shall be attached to the bill: report diagnostic Optional, to be expressly identified: Full name, not school, etc. ....

And then we were shocked that no matter what happens ...

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Task 2.0 Task 2.0: Towards a database of digital natives and immigrants

In a recent article in the magazine Marcoele says Simons (2010:3) that the implementation of ICT in the language classroom, where the English, it is essential to have a scientific approach based on the teaching of language, a vision to clarify "what goals should be achieved within a specified period of time, what relationship must exist between the knowledge and skills, which is the receptive and productive use of language , what relationship must exist between the adapted and authentic content. "

not think that we should take ICT as a parallel entity that operates autonomously, independent. That is why, once we have all this into account (what, what ...) is when we know where we can use ICT and where it will be more efficient to use. Since ICTs, like many other media that have emerged and incorporated into language classrooms, are a useful tool for teaching and also serve to develop the classes. While it is true that there is a difference between other media such as cassette, CD player, TV, video, computer, whiteboard and ICT, the latter have a different character. Internet and its tools can help maintain the continuity of the conversation of the classroom. It may be that through ICTs can extend the dialogue and allow no break after the class. It's a way to be able to use but should help us not to stop this discussion. I think it's vital to constantly maintain this dialogue of the classroom, to enable him to continue, ad eternum . When we say "tomorrow" or "until the next class there is no personal workspace-individual, but if students or teachers decide to bring something there is the possibility of communication, answers, questions. These are the advantages of asynchronous work. For all that is essential synchronized and coordinated approach of classroom sessions and task 2.0 (working online).

is true that there is an enormous amount of material on the web: Todoele , Didactired and many blogs as Aulablog or Education Planet, to name a few platforms. But it is impossible to cover all this material, chaotic and unorganized, and the time that we may require that search, selection and possible adaptation of the material how do we make these tasks 2.0 are coordinated with the daily or weekly classroom? My answer but time is short: a database of tasks 2.0. With other teachers and I have introduced the idea of \u200b\u200bcreating another database of materials in English ( database element). It is a young project, nearly newborn, which is beginning to set up and will need more meetings to organize and elaborate profesionlidad. and effectiveness. Its implementation is very simple: to organize by subject, levels, skills, ... ELE material. All this will take time.

To give an example, for a few months I managed the blog of a academy of Sevilla, four months to correct. It addressed various theme week activities, recreation and culture information and activities online, here 's a simple example, a simple initial activity: class activity. The idea to develop is that, an extensive and comprehensive collection of 2.0 t organize tasks by various categories. So that is one of the projects to be carried out: the database Task 2.0. Time to the task, a task at a time.

Bibliography:

- Simons, Matthew, "Perspetiva teaching on the use of ICT in class ELE", journal Marcoele, n.11, http://marcoele.com/ , 2010.

- Todoele

- Didactired

- Aulablog

- Education Planet

- classroom blog Mester Sevilla

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homeopathy What is homeopathy?

A glance at the entries in this list demonstrates that the queen of pseudo-science in our universities is the homeopathy. The system of "faith healing" that Hahnemann invented two hundred years ago has been slowly infiltrating our educational system, and although in many cases probably economic interests are behind (from the universities to attract more students even at the expense of compromising the quality of education they offer, or even large laboratories can afford to buy a chair ), sometimes gives the impression that what happens is simply ignoring what is homeopathy .

Well, now they have no excuse. Neither they nor those commentators who appear on this blog and we throw them into labeled as pseudo-face of homeopathy without explanation of why it is. Just born What is homeopathy , a website dedicated to providing the simplest way possible rigorous information on this practice, away from the propaganda of devout believers and, above all, its vendors. If you have any questions or simply if you want to really know what you mean, homeopathy, this is the place you should go.

And that should go too many bodies, right?

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curricular ICT in secondary education. Entre Ríos

Recently the CGE Res 3322/10 issued approving the new Design Curriculum for Secondary Education. Here is removed the section on curricular space: Information Technology and Communication.

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Technology Education in Secondary Education. Preliminary Version Entre Ríos

Here is removed from the Resolution 3322/10, the section on curricular space: Technology Education.

cbc design technology education between rivers

Trouble Breathing,her Stomach Has A Virus,

Manifesto for a Free University of pseudoscience and obscurantism

Given the increasingly abundant proliferation of conferences, courses, seminars and all kinds of different currents pseudoscientific activities being developed within the framework of English and Latin American universities, a trend which crystallizes in the recent establishment of a Chair Homeopathy Research at the University of Zaragoza, the undersigned (scientists, teachers, students and citizens in general) we find it necessary to state the following:

collaboration between the University and the Company and with other agencies and social partners is rewarding, productive and should be considered as one of the priorities of the university policy. The agreements and contracts for the transfer of research results to private enterprise may represent an important source of funding for public universities, which, properly developed, resulting in a more scientific productivity and optimization of applications such activity. However, we believe it is justifiable that the University find ways of financing at any price, let alone if this perverted philosophy and fundamental purposes.

Public University, like any other government agency must be to serve the public, maintaining constant contact with the society of which it forms part, through constant communication that allows the line between academia and social needs. To meet these objectives, the University must be a champion in terms of innovation and exploring new avenues for knowledge. The University should never be a statue, but a constant motion animation.

can not understand the research mission and social commitment of the University without the overlap with his role in the formation of free citizens, able to face the world with a critical mindset that allows them to escape the chains irrationality, superstition and ignorance. This teaching function, completely integral to the university, goes beyond the classroom, to represent the university a benchmark in terms of knowledge and rationality to the whole society.

In this sense, University plays an important role to the progress in contemporary society are taking certain currents unscientific and anti-rational, which can be a significant retreat to obscurantism and superstition, which is located at the opposite pole of the university's objectives. We are concerned, as academics and as citizens, to well into the twenty-first century increasingly proliferate more therapies closer to magic than medicine, often covered by public medical institutions and companies, we are concerned that heads of government consult astrologers, who officially declared fraudulent magic bracelets are carried by health ministers and are the best selling gift last Christmas, that more and more citizens who firmly believe that vaccines are toxic and harmful to health, to increase the number of patients who leave the embrace alternative medical treatment for esoteric, we care very seriously that much of the population back to rely more on traditional healers in scientific medicine.

We are concerned that the University can become a market that accommodate any irrational alternative to scientific knowledge. Just a misunderstood open-mindedness can justify teach alchemy in the Faculty of Chemistry, ufology in Physics or flood in History. Offer to the pseudo-university forum on an equal footing with the rational knowledge does not translate into any cultural enrichment, but a university validation of superstition and quackery. We can hardly educate our children about the lack of empirical bases astrological prediction if you will find on-campus graduate courses in astrology.

Reza

a top science that reason should not accept something as true just because many people say so or because important people sign it, and it is always necessary to stop to any assertion and doubt about whether or not true. This forces act much more slowly, carefully weighing the options, to proceed carefully with any type of proposal. And this is one of the things that we strongly believe should be taught in universities.

Therefore, we are concerned that the University of room for acupuncture courses, lectures on creationism, astrology and seminars on chairs in homeopathy. We are particularly concerned, if not addressed as a critical debate and rational analysis, but with a budget of functionality and scientific validation of not only lack, but are in opposition front the university critical.

In the case of homeopathy, but apply equally to the rest of pseudoscience, has not been proven scientifically and its rationale (which contradicts our knowledge of elementary chemistry and medicine), or its effectiveness beyond a placebo. Decades ago, extensive studies were used to search for a possible based on homeopathic principles, which have not changed significantly in two hundred years, base ever found.

We find it extremely ironic that while European governments withdraw funding and support State homeopathic practice in Spain are in place chairs in public universities. The guarantee that this implies, places homeopathy, astrology and spiritualism under the category of academic disciplines, especially when we are not solely to a research activity on an ambiguous event, but to an institutionalization aimed at training and dissemination of these principles.

believe finally, that while further justified and funds to any factor that could be investigated, the special economic situation makes investment effort and resources in such disciplines thoroughly discredited in an act of pure waste of resources that could be used in areas of research and teaching far more priority.

People from different strata and groups of society endorse this manifesto we wish to draw attention to this important aspect of the whole population and especially to academic and governmental authorities, hoping that the right end imposed on superstition and obscurantism.

sign the manifesto

(Via Science and demons and Amazings ).