![]() Training teachers in the use of ICTs is therefore key in the development of digital competences. The use of ICTs in themselves does not add value to the training process, it is the use the teacher makes of them that provides them with value. Those competences can help them when incorporating ICTs in their future teaching and professional practice ( Tokmak et al., 2013). Incorporating new technologies is also an opportunity for training in digital competences that future mathematics teachers should possess ( Stein et al., 2020). More importantly, it allows us to explore how these resources can be integrated to create an educational proposal that has a significant impact on the professional development of our students. However, this supervening situation offers us the opportunity to enquire about which ICT resources are potentially interesting for our training purposes. ![]() Higher Education has not been spared either, and has had to adapt fast to blended and on-line training contexts where the use of new technologies has been imposed as a non-negotiable need. The circumstances of the COVID-19 pandemic, which we are currently experiencing worldwide ( Hodges et al., 2020 Porlán, 2020 UNESCO, 2020), affect all areas of society, and generate important social, personal and economic difficulties.
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