Andere Kunden interessierten sich auch für
![Analysing student competences in project-based learning]( "Analysing student competences in project-based learning")
Analysing student competences in project-based learning26,99 €![The importance of the PIBID project in the training of teachers and undergraduates]( "The importance of the PIBID project in the training of teachers and undergraduates")
The importance of the PIBID project in the training of teachers and undergraduates26,99 €![The work of the principal and the implementation of the pedagogical project]( "The work of the principal and the implementation of the pedagogical project")
The work of the principal and the implementation of the pedagogical project45,99 €![Challenges and obstacles to successful project planning and management]( "Challenges and obstacles to successful project planning and management")
Challenges and obstacles to successful project planning and management23,99 €![The effects of the Pedagogical Political Project on school management]( "The effects of the Pedagogical Political Project on school management")
The effects of the Pedagogical Political Project on school management26,99 €![Professional Experiences in the UNAE Professionalization Project]( "Professional Experiences in the UNAE Professionalization Project")
Professional Experiences in the UNAE Professionalization Project44,99 €![Elaborating the Thesis Project]( "Elaborating the Thesis Project")
Elaborating the Thesis Project29,99 €
The process of socio-digital inclusion through the distribution of equipment, from the perspective of in-service training provided by one of the projects articulated by public policies aimed at Information and Communication Technologies in the educational environment. This book, the result of a master's research project, analyses the contributions of the in-service training offered by the UCA Project to teachers' pedagogical practices. The data revealed the teachers' experiences linked to practice with the laptop, as well as the relationship between theory and practice obtained through the in-service training process, allowing us to understand how the process of socio-digital inclusion took place among those involved. The conclusion is that it is necessary to associate the projects implemented at the school with an intervention proposal aimed at a constant evaluation process in which the teachers are the protagonists, signalling the priority needs according to the school context in which they are inserted, which would undoubtedly provide a better direction for their future teaching practices.