The emoticons
What are Emoticons? It is a combination of characters that are used on the Internet, especially in chat sessions, to express a feeling or to make sense of the phrase written before these characters, or to describe someone or show what What he's doing: they are called emoticons (a mixture of English words emotion and icon), because they are small graphics that serve to show emotions.
To understand them, you have to turn your head to the left. Here we present a complete guide to the most used emoticons on the web, so that when you receive one by e-mail or in a chat room, you know what it means and can respond using the same code.
Some Emoticons:
: -0 Smiling,: -0 = smiling with beard,: -O screaming, = /: -) = Uncle San,: -X I am a grave,: `- (crying, : - / skeptical,? Thoughtful, sarcastic, : -Q smoker,? Pipe smoker, smiling 8-D with glasses,? smiling,:-p smiling and mocking,
(: - & very annoying,; -1 wink,):-) ironic stung, O:-) holy innocent, =>:-) punk, -: o baby, 8:-) glasses in hair, @> -> - pink, P-) pirate,: `) drunk, == turkey,: -8 talkative
Introduction
Teaching in relation to new technologies has been the subject of multiple discussions in the last two decades and every day it becomes a more contingent issue.
This time I want to focus on the incorporation of the computer into the school, the effects and consequences that this has brought with it, the training needs and to make known, in particular, an experience for the use of the Internet as a means of support didactic.
What we are looking for with this methodological proposal is the incorporation of the Internet into the teaching-learning process within the technological and information context of which contemporary society is an active part. Likewise, this experience is the result of a great effort, to support the work of the teacher in the educational centers, so that they experience the advantages that the Internet offers.
In this proposal the experience of providing a methodological alternative is contextualized, among which we have privileged cooperative work for presenting us as one of the most enriching and suitable for working with the Internet.
The keywords of this proposal are: curriculum, Internet, teaching, learning, cooperative method and classroom activity.
Foreword
In the '90s, unlike previous ones, some of the best-selling books were not fiction, but rather were essays on the changes that technology applied to communications is causing in the organization of society; This new literature warns us of the importance of “being connected to telematic networks. Within the whole set of new knowledge, the term Internet began to gain space as the hegemonic form in which information and entertainment circulate.
As hardware progressed and computers were able to handle greater volumes of information in the same unit of time and with advances in digitization procedures for different analog signals such as sound, photographs and videos, no longer there were impediments to being able to combine them in a multilanguage called the Internet, which seeks above all to transmit information.
The new generations have grown up with digital technology, remote control, the computer, the cell phone and the Internet, having become accustomed to handling information through the World Wide Web, email and chat. With technological advances, it has been determined, for example, that the richest area on the planet corresponds to the territorial strip of Peru, Bolivia and Brazil. Today, today everything on the surface is fully known centimeter by centimeter. from the earth; With the Internet, all this information reaches the hands of millions of people; Even with the Internet, it is known in a computerized way who is who, where they live, how much they have, where they work, whether or not they have a credit card and much more.
Modern education taught us that every effort has a real, objective and tangible result which must be perceived and enjoyed in front of our eyes. But today we are in postmodernity, where virtual education is invisible and the results are not directly perceived materially, but only done in front of a screen. Education linked to the future is linked to computer technology and communication techniques.
The best education comes from experience; For years innovative teachers have been looking for ways to enhance their students' teaching experience; Information and communication technologies are creating more options for education. Learning is a social phenomenon, where the acquisition of new knowledge is the result of the interaction of students; The Internet encourages interactive education,
Providing the user with capabilities to operate on its structure (navigation controls, the possibility of entering a response, deciding the way in which the information is displayed and its systematization); Interactive education offers great possibilities for cooperation and group learning, encouraging the development of problem-solving skills through the visualization of problems and interaction, where learning is a dialectical process of argumentation and analysis in which students They confront and contrast their points of view with those of others until reaching an agreement, the Internet is linked to these concepts.
Teachers often need a methodological guide, showing them how to teach lessons using the Internet; With this methodological proposal of applying the Internet as a means of didactic support to the teaching-learning process, we want to solve this obstacle. As methodological proposals for the use of the Internet become important, available and accessible, they will become popular and teachers will be willing to explore the potential of interactive education that encourages Internet use.
Currently, the methodological proposals for applying the internet have abundant acceptance and reference in the Anglo-Saxon educational environment. An experience in experimental teaching in South America is secondary education in educational centers in Chile; the one that the students learn new things on different subjects working directly with people with experience in the subject (handling of information); using interactive technology (email, chat, MSN, video conferences, tele debates, etc.), in order to interpret their understanding.
The interactivity to which the Internet leads contributes to the possibilities of experiential education, something that is very far from rote teaching.
The millions of netizens, including education professionals, who browse the Internet, where there are thousands of websites with information available to anyone who wants to use it, are realizing the different experiences and changes that the Internet is causing in the world perspective.
Many teachers (who we join) think that the incorporation of the Internet into the teaching-learning process will encourage new forms of participation, strengthen the visual and language skills of students, developing capacities for critical reasoning, using argumentation and analysis, in search of the acquisition of new knowledge based on cooperative learning.
Through my experience in carrying out educational projects related to the Internet and mainly as a professional in education, I have noticed that both teachers and students have the need to learn more about the advantages that the Internet offers when applied to classroom activities. An investigation was carried out to diagnose whether it was necessary to conceptualize a methodological alternative for the use of the internet as a means of didactic support to the teaching method, choosing the cooperative method as the most indicated to work with the internet and these were the results:
- First: It was observed that the highest percentage of teachers use the Internet to access a database, obtain references and bibliographic lists, obtain didactic resources, consult updated documents and design methodological itineraries for the preparation of the classroom activity; being the services of educational portals, virtual libraries, email, chat, MSN and telephony via network those with the highest percentage of use. Second: Regarding the advantages that the application of the Internet has to the teaching-learning process, it was appreciated that the A higher percentage of students and teachers consider that it motivates, stimulates and favors the achievement of significant learning; enables interactivity, experiential learning and facilitates analysis,treatment and presentation of information and that online teaching resources facilitate their work Third: It was observed that the majority of students and teachers look for varied information on the internet, with the one referring to culture and education being the highest percentage Fourth: It was observed that for most of the students the proposal to work with the internet in face-to-face classes, if it can be adequately developed with the cooperative method, determining that it facilitates learning by experience. Fifth: It was determined that the highest percentage of teachers consider necessary a methodological proposal for the use and use of the internet in the classroom,proving that its use in the classroom is attractive for students and a useful tool that must be incorporated into the teaching-learning process.
We believe that the internet will bring about a revolutionary change in education; hard work is being done to make this change a reality.
Notes from the future
“And the teacher was integrating the Internet into his teaching because society had the necessary infrastructure for it, because he knew the contents and possibilities of the Internet (he used it at home to perform multiple daily tasks and received information about its application in education) and because he believed he should do it… The Dynamics of the Times. "
Annexes
Pedagogical applications of ICT
For the Huascarán Program, ICTs optimize the management of information and the development of communication, today it is difficult not to admit its importance in the educational field, as Nicholas C. Burdeles and Thomas A.
Callister in his book Risks and promises of the New Information Technologies, argues that “It is not necessary to wonder about the usefulness of technology in school, as we would think of questioning that of books or blackboards. As information and communication instruments, the computer, the Internet, digital interactive encyclopedias or television are as good or bad aids to the teaching-learning process as traditional ones. The essential thing is to know how they are used, who uses them and for what purposes ”(Burbules C. Nicholas and Thomas A. Callister, 2001).
However, the operational definition for the Huascarán Program would constitute a set of means and tools such as the satellite, the computer, the Internet, cell phones, digital library catalogs, calculators, software, robots, etc. ICTs are immersed in different aspects of daily life such as:
- Processes: virtual suffrage, digital identification through the pupil or fingerprint. Methods: technological ones such as the assembly line method in factories, the theory of queues that systematize customer service in some banks, statistical methods for decision-making. Organizations: reengineering, those created to standardize technology operations and processes such as ISO standards, ITINTEC standards.
In addition, it is specified that ICTs enable learning by doing, develop initiative, collaborative work and learn by communicating, mainly. Source: Huascarán Program, Teacher Support Guide, edited by the Ministry of Education. October 2002. The use of ICT in education has two main options: ICT as an end and ICT as a means (Gros, 1987: Taylor, 1980).
The ICT intended to enable the development of student skills and abilities related to computer alfabetidad, it ie full ownership of roles and relationships of functional logic of the tool.
ICT as a medium are instruments that facilitate the teacher and students: learn from ICT and learn with ICT.
In a knowledge society where ICTs play a fundamental role, this situation maintains the following characteristic features:
- Intellectual capital Knowledge as fundamental capital Knowledge, skills and cognitive and social skills as raw materials Collaborative and cooperative work Delocalization of information.
In addition, other characteristics of this knowledge society:
- High speed processes Intensive use of knowledge Adaptation and learning Revaluation of people People as builders, designers Work is seen as a place to learn, as a learning center, a knowledge center.
Jorge Capella Riera, argues that organizations that have to do with education, directly or indirectly, are being defined as «learning organizations and the number of educational institutions that incorporate the construction and development of intellectual capital as an issue is increasing. key to a better service to the community to which it is owed.
The same author points out that intellectual capital is nothing new, but has been present from the moment the first seller established a good relationship with a client. Later it was called commerce fund. What has happened over the last two decades is an explosion in certain key technical areas, including the media, information technology and communications, which has provided us with new tools with which we have built a global economy..
Many of these tools provide immaterial benefits that are now taken for granted, but did not exist before, to the point that the organization cannot function without them. Ownership of such tools provides competitive advantages and therefore constitutes an asset.
Methodological guidelines
ICT and the Curriculum
According to the Basic Curricular Design of secondary education, the curriculum expresses the synthesis of educational intentions, the approach of strategies to put it into practice, as well as the evaluation of its achievements. It takes shape within a continuous process of construction that, on the one hand, is intention and, on the other, practice.
In the first case, it is about curriculum design and, in the second, about curriculum development. The curriculum proposes the learning that students must build, in our case the puberty and adolescents. These apprenticeships are selected according to their needs and present and future social demands, since the educational process is long-term.
Function of ICTs and the Curriculum
ICTs are assumed to be pedagogical tools available to the teacher.
The programming of activities that include the use of ICT must be present within the teacher's annual curricular programming. The main idea is to take content from any area / subject and include it in a unit, module or project that involves the use of technology; It is convenient to choose those contents that would be better developed with the support of ICT.
Program - Huascarán - Teacher support guide - MED.- 2002.
Its specific functions being the following:
- Motivation Acquisition Evaluation
Use of ICT and the curriculum
Teachers who use appropriate computer resources to a greater and better extent have more time to fulfill their functions of designer (planner), organizer, facilitator and evaluator of the educational process. Program - Huascarán - Teacher support guide - MED.- 2002.
Let's see below some proposals for ICT Application schemes.
- Verbal communication activities Demonstration activities Debate activities Execution activities
Conclusions
- In the use of the cooperative method it is very important that the teacher plays an active role of facilitator of learning, which keeps him always busy and increasing his knowledge of the subject he teaches. This implies that the teacher must set aside the relatively comfortable position of standing in front of a class repeating cycle after cycle the same contents of his notes. If automatic means are not available, the manual evaluation process requires a great effort from the It was possible to verify that the formation of heterogeneous teams using the learning style, as a differential factor, creates and reinforces the bonds of friendship and camaraderie between the members of a team. It was verified by talking with the students who participated in the experimental group during the development of this research,who prefer the cooperative method over the traditional one. The Internet facilitates the use of the cooperative method. It makes it possible to make the course material available to the students, the results obtained by the students in past years for different cases and the result that the teams are achieving week by week. The solutions to the tasks proposed by the students can be very diverse and valid. However, after completing a task, it is important to reach an agreement on a consensus solution from which the solution of the next task will begin. Impose the rule that the academic task grade is group, although true at the beginning raises some concern from some students, generally ends up being accepted by all The cooperative model like any model,It should be taken as a guide and implemented flexibly, continually adjusted and modified to achieve the greatest benefit.Cooperative learning in class is a productive alternative to competition and individualism, it is not a solution to all educational problems.
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