Andere Kunden interessierten sich auch für
![The use of new technologies to improve the quality of public education]( "The use of new technologies to improve the quality of public education")
The use of new technologies to improve the quality of public education26,99 €![Training the teachers in the use of assistive technologies]( "Training the teachers in the use of assistive technologies")
Training the teachers in the use of assistive technologies29,99 €![Students' Perceptions of the Use of ICT]( "Students' Perceptions of the Use of ICT")
Students' Perceptions of the Use of ICT36,99 €![Intelligent Narratives]( "Intelligent Narratives")
Intelligent Narratives29,99 €![Applications to digitize the classroom]( "Applications to digitize the classroom")
Applications to digitize the classroom29,99 €![ICT and the teaching-learning process in an educational cooperative]( "ICT and the teaching-learning process in an educational cooperative")
ICT and the teaching-learning process in an educational cooperative36,99 €![USE OF THE INTERNET TECHNOLOGIES IN TEACHING ENGLISH]( "USE OF THE INTERNET TECHNOLOGIES IN TEACHING ENGLISH")
USE OF THE INTERNET TECHNOLOGIES IN TEACHING ENGLISH29,99 €
This book deals with the implications of the use of Digital Technologies (DTs) for teaching work in basic education, with an emphasis on the changes brought about in teachers' pedagogical work. It starts from the realisation that various teachers use Digital Technologies in their work process and that, in recent years, there has been an incorporation of computer tools into teaching work. By observing teachers' lessons in computer labs or in the classroom itself, as well as interviews, data collection and a literature review, we tried to identify how teachers are using digital resources. We found that in the private and public municipal schools that have computer labs, teachers are using these technologies, thus causing implications for their own work process. We present these implications of the use of digital technologies in teaching work in four categories: Autonomy and control, Intensification of teaching work, Diversification of the teaching category, Impacts on teachers' pedagogical work.