Universidad del Valle de Orizaba Masters in Educational Administration Evaluation of Educational Institutions Assessment of Competence in Information and Communication

Technologies for Teach er of the Universidad del Valle de Orizaba Mr. Ramon Antonio Aragon Mladosich July 2008 1. Introduction We live in an era in which the information applied to the areas of production, distribution and management is revolutionizing the conditions of the economy, trade, the basis of politics, global cultural communication and how life and personal consumption. This new cycle has been called: the Information Society because it is information that now leads the emerging global economy. Th ere are major political, economic, social and educational course and origin of t hese changes within the Information Society is the Internet and the development of Information and Communication Technologies. Our students have a more active p articipation in the use of these technologies every day use: cell phones, I-pods , virtual environments such as Hi-5 video games X-Box, Hotmail, etc. This change s not only behavior but also their appreciation of the surrounding world and the role of school in their own learning process, so the school should not be left behind in this new Information Society. The strategy developed in this paper aim s to propose a model for assessing teacher competence in Information Technology and Communication, using performance standards, knowledge and attitudes, this as sessment is not intended to be the only means by which teachers are inserted int o of ICT's, but in other countries has been a tool to assess the state who are t eachers themselves and for the University to set training objectives in this are a. The work is only the theoretical part is raised, requiring validation in the practice of it, something that has to play through educational research. What ar e the standards for assessing teaching skills, What to measure?, What model we u se, What is required? These are questions that try to answer in this paper. 2. Origins and history of the school to assess the Universidad del Valle de Oriz aba was born on September 5, 1988, in order to meet the increasing demand for hi gher education in central Veracruz state, Mexico, and emerged as "Institute of S tudies of the Valley of Orizaba. " In 1991, the Ministry of Education gave offic ial recognition of the Study (RVOE) for the programs offered at Superior. At tha t time and due to growth in 1993 the Institute was transformed into what is now the "Universidad del Valle de Orizaba" (Universe), imparted from that date the f irst Graduate Program: Specialization in Taxation. In 1995, he began the educati onal service to high school level, with the launch of "Bachelors Valle de Orizab a." In August 2002 work began on campus Univ Cordoba, located in the Cordoba roa d Km 1.5 - Sabana Larga, Congregation of The Light, The Palotal, offering Higher Education (Undergraduate and Graduate) and Higher Secondary Education shortly. After a failed attempt, began its run on campus univ-Guadalajara in 2002 - offer ing degrees in Computer Systems Engineering and Law. This campus is located on t he street Huitlacoche No. 1724, corner of Avenida Lázaro Cárdenas, Fracc. July 8 , in the building of the National Union to jointly Brewer, has been on loan to t he Universidad del Valle de Orizaba to the campus hostel in Guadalajara. It favo rs education for workers and their children, attending also to the general publi c. In 2005, before the demand for quality basic education in the region of Oriza ba, was born the "Private Elementary del Valle de Orizaba, Orizaba attached to t he campus, based it on the same values and principles that underlie the life of our school community . The mission is pparticipar in the formation of its studen ts, promoting harmonious development of their academic skills and research, alwa ys committed to their surroundings and able to successfully face the challenges life presents. University's vision is to provide the best education options for cover and diversity of globalization, growing at a steady pace in breadth and de

pth, enhance corporate image and continuously strengthening our educational,€rem ain at the forefront in the use of learning technologies and integrate with inst itutions that fit in with our principles and goals. 3. Specification of aspects to evaluate We are witnessing a new generation, whic h is strongly identified and familiar with the use of technologies. It has been named as the Generation N or as the generation of digital natives. Its main feat ures are: a) Students surpass their teachers in the field of ICTs and have easie r access to data, information and knowledge circulating in the network. b) They live in a culture of interaction, the communication paradigm is based on interac tivity using instant half that is customized as the Internet. Teachers are being trained, they will meet with students who belong to a new digital generation, i n which the information and learning are no longer relegated to the walls of the school, or are supplied by Professor exclusively. The main problem of teachers in the digital generation, today's society is changing very rapidly. The teacher s have formed and are forming a culture and a vision of the meaning of their pro fession that has changed (Gros and Silva, 2005). Therefore, it is necessary to i ncorporate into teacher education programs, a series of elements related to the integration of ICT into teaching and learning processes that prepare educators t o present scenarios offered by ICT and those expected for the future, in the sho rt, medium and long term. Teachers must be trained and experience in educational environments that make innovative use of ICT, since the technology can be used to reproduce traditional pedagogical practices. However, it is to get students c an also experience new teaching practices as the most interesting use of technol ogy in education is to support innovative ways of teaching and learning. The use of virtual learning environments during periods of training, discussion forums between students, webquests, etc.., May be methodological strategies that promot e integration. For the evaluation of teachers Silva (2006) that we can use: a. T he standards should provide indicators to assess the degree of development of ce rtain basic skills. b. The skills, understanding that it is an observable and me asurable behavior that allows assessing the degree of performance in both cognit ive, affective or attitudinal partner. The competencies serve to define the indicators necessary to establish the stand ards. Thus, ICT standards to be established is based on the competencies that mu st be met by a teacher. The same author tells us that there are two types of sta ndards in ICT: The focus on technological skills and focus on teaching skills fo r the integration of ICT's. In the latter case not only refers to the level of t echnological management, but also the pedagogical approach that allows the adopt ion of technology for teaching and learning. This paper aims to deal with the sk ills standards for teachers in information technologies and communication under the latter scheme: the management computer, in school management, teacher profes sional development on the ethical, legal and social issues and finally in the ed ucational. 4. Justification or rationale for the project or proposal live in an age in whic h the information applied to the areas of production, distribution and managemen t is revolutionizing the conditions of the economy, trade, the basics of politic s, communication global cultural and lifestyle and personal consumption. This ne w cycle has been called: the Information Society because it is information that now leads the emerging global economy. The increase and complexity of the proble ms that promotes the Information Society is perhaps more noticeable in higher ed ucation; Argudín (2001) notes that this is due to three factors: 1) 2) 3) global ization. For the internal changes that have had to make the universities due to the explosive growth of students, teachers and administrators. But above all, th at is the student graduated from the University which will face the new challeng es of supply and demand and because it has to solve new problems of choice, anal ysis and use of information. Added to this, not least, the Organization of the United Nations Educational, Sc

ientific and Cultural Organization, UNESCO;€Published in: ICT Competency Standar ds for Teachers (2008), states: "Traditional educational practices training of f uture teachers and do not contribute to acquire all these skills to teach their students and to be able to help develop skills necessary to survive economically in today's job market. "So it is necessary to develop new educational schemes a nd guidelines that respond not only to students in the twenty-first century but also to teachers in the XXI century. A study that corroborates the statement by UNESCO Argudín and is reported by Díaz-Chao (2008) in Spain, by the National Ins titute of Statistics, which shows that wages depend on the knowledge intensity o f the activity made by the company and the intensity of the use of ICT's by the worker. It may also include students of today are immersed in new technology and the new company to be users of forums, chat's, e-mail, cell phones, I'pods, X-B ox and PlayStations so use the new technology is no stranger However, taking the skills and the use of ICTs at the University there is the question: Are they qu ality? The answer is not simple as the concept of quality emerges from industria l production systems, although their use has spread and expanded in many areas, including education and has become a universal value to be achieved in all areas of care n eeds and human rights. As an attempt to unify the criteria of quality of product s and services emerging standards, which have proliferated with globalization to a competitive market that requires guarantees of what is offered. The standard work "as conditions of satisfaction that users establish and which serve as refe rences for formulating a trial." Alvarado et al (2003) and can be used to determ ine the level of that: a) Only a few reach it, standards of excellence b) be ach ieved by all, basic standards and may relate to the state of the art disciplines or official curricula, they can refer to empirical distributions (criterion-ref erenced) or ideal results (refer to standard.) Scales (2000). However, the discu ssion about standards in education is recent, 1996, reported by Alvarado et al ( 2003), and there is no consensus idea of what in practice can and should be, in reality coexist different interpretations of what should be international, natio nal or regional. As if he agrees, is that educational standards refer to a certa in level of education and quality of education. Based on the above, we can summa rize that: The Rise of Tic'sy the Information Society, have created a dynamic th at should be considered when educating at the university, this dynamism is refle cted in the new challenges the student and the teacher must face, so it should b e developed in skills for working in Tic's managing and developing most of their learning activities and teaching in such environments. Due to the importance of evaluation of teaching skills in information and communication technologies, th is paper reviews some models and develops assessment that considers could be ada pted to the particular conditions of teachers at Valley University Orizaba 5. Models Tics competency assessment in schools; models exemplify the main model s that exist. There are several approaches to assess ICT skills in teachers, all of them are based on standards that are formed, largely, by the following proce dure, Alvarado (2008): a. b. Consortia and institutions integrate information, r equirements and experiences of educational institutions, government, industry an d users. Once compiled the information, the experts prepare the technical specif ications, which will detail a set of instructions on how each component must be designed, developed and used. Are implemented benchmarks. Specifications are use d to develop prototypes for users and institutions test the content, tools and s ystems. Finally, if the specifications are shown to be valid and widely accepted after a trial period, are referred to bodies undertaking accreditation standard s for approval as international standards. c. d. The following table summarizes the main models for the evaluation of ICTs in tea

ching€shows the agency that promotes the purpose, the focus of their standards o r reference standards and is available for consultation. Of the agencies listed here is worth noting the model developed by UNESCO since contemplates aspects th at no other models, such as the degree of integration of information technologie s and communication that the teacher is acquiring, from an initial or basics deg ree of Tics, the second level or depth of knowledge and a third level or generat ion of knowledge and on the other hand considerate type: Curriculum evaluation, pedagogy, ICT, organization and administration and training of teachers. In addi tion to consultation is free, a situation that many standards are not. Tic International Standards for Teacher Education AGENCY OBJECTIVE APPROACH REFERENCE ISTE International Society of Technology Education Teacher gives the references for creating interactive learning environments Integrating those skills and pedagogical techniques, organized into an itinerary that includes a training school and ends with a long training in life Ministry of Education (2006) QTS Standards for the award of Qualified Teacher Status (UK) Established as part of a national curriculum, focuses on the relationship with c urriculum areas such as English, math, science and ICT own learning. It is organized around three themes that involve know, teach and reflect on prof essional practice Ministry of Education (2006) EUROPEAN Pedagogical ICT (European Community Prove pedagogically reasons, the level of teachers and the use of ICT, in order to contribute to an improvement in teaching practices. Integrates an operational perspective and a pedagogical, for which is based on t he proposed development and adaptation of contextualised in the classroom. Their mode of work is organized into compulsory and optional virtual character Ministry of Education (2006) INSA (Colombia) Improved training of teachers from their own teaching practice, providing guidan ce for proposals for ICT innovation Articulated curriculum objectives with those operating performance around more f ocused on the cognitive and their implementation in activities with students Ministry of Education (2006)

AUSTRALIA Standard which seeks to establish what kind of skills and abilities must have a teacher to enter the education system ... Consider operational and educational categories, broken down by use skills and d ecision making in a context trainer Ministry of Education (2006) UNESCO Framework for public policy to establish links between ICT and education ... Developed in an array with two axis, the horizontal degree of progress to be ach ieved and the vertical indicators of curriculum, pedagogy, ICT, organization and administration and training of teachers. Ministry of Education (2006) ISO International Standardization Organization Promote the development of standards with a view to facilitating the internation al exchange of goods and services and develop mechanisms of cooperation in the i ntellectual, scientific, technological and economic. It does not create standards or technical specifications that define learning ob jectives, cultural conventions or to learn specific content. Alvarado (2003) CEN European Committee for Standardization Promote harmonization in order to lower trade barriers, promote safety, allow in teroperability of products, systems and services Issues regulations on technical aspects of the transmission, processing and use of information. Alvarado (2003) ARIADNE Alliance of Remote Instructional and Distribution Networks for Europe Support the operation, general use of tools and ICT-based technology ... Create, modify and manage courses and curricula. Support creators of educational material. Alvarado (2003) PROMETEUS Promoting Multimedia Access to Education and Training in European Society Improved training of teachers from their own teaching practice, providing guidan ce for proposals for ICT innovation Articulated curriculum objectives with those operating performance around more f ocused on the cognitive and their implementation in activities with students

Alvarado (2003) IEEE Institute of Electrical and Electronics Engineers (U.S.) Contribute to the advancement of theory and practice of electricity, electronics , communications and information processing, including vocational training. Develop technical standards and practice guides for learning technology Alvarado (2003) ComputerBased AICC The Aviation Industry Training Committee (EU) Develop technical specifications for managing the course modules of computer ass isted learning within the community of aviation training. Develops the most widely accepted interoperability standards that apply to compu ter-based training and on the Web. Alvarado (2003) IMS Instructional Management System (U. S.) The adoption of specifications that enable content and distributed learning envi ronments from multiple authors can work together. To this end, the project will produce a technical specification and a proof of concept prototype Develop strategies to make use of learning technologies, modernize education, to education and promote cooperation between government, industry and academia, to develop the standardization of online learning. Among the standards developed are: as a learning resource metadata, content pack aging, test for interoperability, data exchange between different systems, among others. Alvarado (2003) ADL Advanced Distributed Learning Network (U. S.) Opera laboratories: an operational command responsible for the internal communic ation network, another for the purpose of promoting collaboration of prototypes and systems and the other from an academic point of view, evaluates the material s and proposed function as a means of teaching and learning. Alvarado (2003) 6. Framework. Computational Management Category Ethical and Legal Education Professional Development School Management Standards includes the main concepts associated with ICT at a general level demo nstrates knowledge and skills in the use of the basic functions of a personal co mputer and operating system shows a set of skills associated with using a word p rocessor, as a tool to generate different types document shows a set of skills a ssociated with using the spreadsheet as a tool for tabulating, processing and pl otting various types of data. It shows a set of skills associated with the use o f the presenter, as a tool for multimedia presentations includes some of the con cepts and terms associated with Internet use, use Internet applications to acces s and search information understand some of the concepts of communication throug

h Internet and use various tools (email, forums, chat) to communicate know the l egal implications associated with the use of technology (licensing, intellectual property, security develops materials to support teachers' administrative tasks Develop resources to support the overall management of the establishment Stays current on developments in computer education Share experiences and products use d in their teaching practice with peers. Learn about the implications of using t echnologies in education and their ability to support their curricular designs a nd planning sector activity pedagogical use of ICTs for support teaching and lea rning processes in the ICT sector Usa curriculum in preparing material to suppor t their classes in order to improve They use ICT teaching practices in their teaching curriculum to support learning for students selection, exploration and evaluation of technological resources f or inclusion in their teaching practices reflect and evaluate the results obtain ed in the design and implementation of activities that use technology Category M anagement Computational consists of a set of standards and indicators for teache rs to take ownership of the tools necessary to learn basic computer and peripher al equipment, properly handle productivity tool and use the resources and Intern et services. . The educational aspect is related to: a) Understand uses of ICT i n education, b) Plan for ICT integration; c) Building materials; d) To select an d evaluate software, and e) Implement activities with pupils using ICT. In relat ion to category management activities are related to the use of ICT to support a dministrative tasks of teachers and administrative support in schools. Professio nal Development category which is associated with two standards: a) Staying curr ent on educational computing, and b) Share experiences, The Legal and Ethical As pects category is related more to the legality of the content and the ethical us e of resources. 7.€Purpose of the evaluation The use of performance standards is an important co ndition for the University to respond to the expectations that society places on them and this is more evident when these Estadero are about teaching skills in Information Technology and Communication. It is also a necessary condition for t he University itself to ensure that its students and teachers develop the best p ossible tasks and activities at the school. The objective of this evaluation is to provide a mechanism for teachers to assess their knowledge, skills and attitu des related to the use of Information and Communication Technologies in their cl asses. It also serves as a means of evaluating teachers did the University and a s a motivational mechanism for the development of ICT's in college. 8. Evaluation methodology Below are a series of tables on the five dimensions or aspects to evaluate: teaching Dimension, Dimension, dimensions of school manage ment and legal ethical dimension of professional development dimension. This tab le sets the standard and competence to assess and address this standard. The com petencies will be assessed for evidence of product performance or evidence as ap propriate. 1. Design Dimension Educational strategies with the use of ICT in all phases of teaching-learning process that are relevant to school context, developing critic al and reflective use. Standards 1.1 Know the implications of using technology in education and their ability to support their curricular sector Competencies 1.1.1 Analyzes and reflects on the incorporation of computer technology in the e ducational environment and curriculum in their field, discriminating how and whe n to incorporate the use of ICT in teaching practice through the implementation of updated research on education and technology use as frame of reference. 1.1.2 . Learn about different methodological strategies for the integration of technol

ogy into their curriculum sector as project-based learning, collaborative learni ng, learning based on problem solving, Webquest, etc. 1.1.3. Know the strengths and weaknesses of educational experiences in their curriculum area making use of ICT resources, which are obtained from various sources in print and / or digita l. Evaluation 1.2 Use of ICT in planning 1.2.1. Translated his mastery of the objectives of the co urse to the teaching process planning documents and electronic learning to enabl e their efficient management, modification and update 1.2.2. Build planning docu ments that are shared among the teachers of its establishment to develop a consi stent scheme. 1.2.3. Makes necessary changes to electronic documents and manages planning for dates 1.2.4. Plan a pedagogical strategy for ICT in each subject b y determining the selected materials 1.2.5. Prepare a simple version of the plan ning for students and their families in an electronic document that allows chang es and updates. 1.2.6. Plan instructional strategies for students with . 2. Technical Dimension Future Teachers demonstrate a mastery of the skills assoc iated with general knowledge of ICT and management productivity tools (word proc essing, spreadsheet, presenter) and the Internet, developing skills and lifelong learning skills new hardware and software. Standards 2.1 Competencies Evaluation Manages the concepts and functions 2.1.1. Identify basic concepts and components associated with the core associated with the use of ICT and information technol ogy in areas such as hardware, software and networks. 2.1.2 personal computer. M anages the information necessary for the selection and acquisition of technologi cal resources such as computer (Ram Memory, HDD, CPU,. Etc.) Printer, digital ca mera, etc.. 2.1.3. Use the OS to manage folders, files and applications. 2.1.4. Manage resource use in a local network (printers, folders and files, settings). 2.1.5. Apply safety measures and risk prevention in the operation of technologic al equipment and human health. 2.1.6. Continuously updated knowledge regarding t he development of information technologies and new applications. 2.2 Use productivity tools (word processor, spreadsheet, presenter) to generate diff erent types of documents 2.2.1. Use the word processor for creating documents of high quality, ready for distribution. 2.2.1.1.€Use spelling and produce documents protected (read only) and work (versions). 2.2.2. Uses word processing resources such as tables, pictu res and images within a document. 2.2.3. Use the spreadsheet to process data and report results of numerical and graphical. 4. Ethical and Legal Dimension Identifies and understands ethical and legal issu es associated with digital information and communications over data networks (pr ivacy, software licensing, intellectual property, information security and commu nications.

Standards 4.1 Identify and understand ethical and legal issues associated with digital inf ormation and communications over data networks (privacy, software licensing, int ellectual property, information security and communications. Competencies 4.1.1. Recognizes the ethical and legal issues associated with digital informati on such as privacy, intellectual property, information security. 4.1.1.1. Unders tand the ethical use of information and knowledge published by others on the Int ernet for quoting its authorship. 4.1.1.1.1. It ensures that the student has not committed plagiarism or fraud situations in their schoolwork. 4.1.1.1.2. Think critically with students about plagiarism and fraud of information. 4.1.2. Under stands legal and ethical implications of the use of software licenses and respec ted. Evaluation 4.2 4.1.3. In the school community promotes the legal and ethical use of computer ap plications and information available in different formats. Learn about the aspec ts related to 4.2.1. Analyzes the impact of ICT in different areas of impact and role of ICT in the form society. understand and promote inclusion in the Societ y of 4.2.2. Provides equitable access to technological knowledge resources. ever yone promotes the development of students 4.3.1. Use the materials for their stu dents to do critical thinking and reflective inferences appropriate to analyze i nformation gathered in cyberspace. 4.3.2. Request and establish criteria on the information 04/03 5. Professional Development Dimension deepens and is committed to your learning, using ICT as a tool of integration and professional involvement while maintaini ng a continuous improvement process in their practice and strengthen a professio nal high performance development. Standards 5.1 Deepen and committed to their learning, using ICT as a tool of integration a nd professional involvement while maintaining a continuous improvement process i n their practice and building a high performance professional development. Updat ed voluntarily participating informally in discussion forums of professional sub jects. Competencies 5.1.1. Creates and maintains a list of sites relevant to their teaching activiti es and professional and personal development. 5.1.2. Evaluate and select new inf ormation resources and technological innovations as a basis for the adequacy of their educational practices. 5.1.3. Use the national and international education al portal as an access to digital resources validated by experts who can enrich your teaching. 5.2.1. Access to information sources for the update on educationa l computing, such as electronic journals, educational portals, participating in listservs and discussion forums. 5.2.2. Participates in opportunities for reflec tion and exchange of experience on the design and use and implementation of educ ational experiences with information technology and communication. 5.3.1. Plan y our own itinerary seeking training through ICT to be constantly updated. 5.3.1.1 . Reasons, validates, and participates in training (classroom, virtual or mixed) on issues of innovation tecnológica.plicadas the teaching profession. 5.3.1.2. Reasons, validates, and participates in training through the use of ICT (e.learn ing / blended learning) on issues associated with different educational discipli

nes. 5.3.1.3. Make self-study and reflection practices using ICT. 5.4.1. Communi cates and open spaces offering its reflection Evaluation 5.2 5.3 Formal training has been operating its own institution, or national and internat ional level using ICT. 5.4 Actively engaged with other 3. Dimension School Management Teachers make use of ICT to support their work in the administrative area, both teaching and management of its support to the man agement of the establishment. Standards 3.2 Competencies Evaluation Using the technologies to support 3.2.1.€Use productivity software to develop ad ministrative material related to their teaching function (letters to the adminis trative and teaching tasks. Parents, report cards, records of notes, schedules, brochures, posters, etc.).. 3.2.2. Uses Internet services to support administrat ive tasks regarding their teaching. 3.2.3. Use computer resources to develop and manage databases to support their students' administrative processes. 3.2.4. Us e Web sites or computer systems for search tasks and management information spec ific to their teaching function. 3.2.5. Uses resources provided by communication technologies, to establish a permanent contact with students, parents and educa tion community. 3.2.6. Reports and records the students' academic development us ing ICT. 3.2.6.1. Record your observations and student work in electronic docume nts to allow them to update, transfer and accessibility. Expected Performance • • • Daily attendance records of ICT to improve efficiency using the procedure Add th e objectives, content and activities of their classes by using ICT resources rec ords all abnormal situation according to the Regulations 9. Implementation procedure for the evaluation process will follow the following schedule: Develop a plan for meeting Product Evidence Develop a checklist on the requirements of the session Product Evidence Check the existence and functioning of the resources required for the session Performance Evidence

Develop Plan Session a) Request the previous design of the course: To consider the letter descriptive of the training course prepared to teach. Taking into account the targets set f or the course and learning outcomes. b) Include in the document to make: Objecti ves of the meeting. Thematic content. Duration of the session. List of supportin g material to use. • List of human requirements, materials and equipment. • Specification of the ac tivities to be developed. • List of instructional techniques to use. • Specifica tion of the evaluation form, when applicable, criteria, and purpose. • Description of the profile of the participants. • Description of the knowledge and skills required to take the course. • List of general data of the course. • Place of instruction. Checklist a) Request the previous design of the course: To review for the session included in the letter of instruction. ds with the provisions of the plan meeting. Verify that orresponds to the number of course participants. Verify list all required equipment. Check Operation and Performance Resources Use the checklist developed in the previous step. Perform this step before the s tart of each session. 1) Make the frame a) Facilitate the learning process in group 1) Techniques group b) Manage the eq uipment and materials 2) Developing the content of the tutorial session and plan c) Make adjustments to plan meeting 2) Motivation d) Synthesizing developed thematic content 3) Group dynamics Throughout the course KINDNESS e) Communicate your progress participants 3) To the end of the course 4) Principles of adult education 1) Keep eye contact when involved participants. f) Conduct the group to the formulation of implementing commitments 5) learning domains 2) Modular tone of voice when addressing the participants. the list of requirements b) Ensure that correspon the requested material c that are included in the

g) Suggest to the wider group courses PERFORMANCE EVIDENCE KNOWLEDGE EVIDENCE EVIDENCE OF ATTITUDES a) call for the design of the course, see tutorial session and plan and perform the frame: According to the course objective. According to the methodology speci fied in the planning. b) Make the frame at the beginning of the course. Include the presentation of the course and plan of session. Present the learning objecti ve to be achieved. 1. Full Perform (Performance) c) Integrating group participants in the frame. Create a participatory environme nt. Conform to the expectations of the course. Agreeing on the rules of operatio n and participation. Make the apprenticeship contract. 2. Developing the Content of Instruction Guide and Session Plan (Performance) a) Facilitate the learning process of the group permanently in all sessions. Tak ing into account the objective of the course. Under agreements made with partici pants during the frame.€According to the dynamics of the participants as a: b) M anage the equipment and teaching aids: The manufacturer's instructions. Teaching recommendations. c) Make adjustments to the Session Plan taking into account: The results of the assessments are implemented and progress of the group. The instructional guide. d) Synthesizing developed thematic content: At the end of the training session. Considering the achievements and what needs to be filled to complete the agenda. e) To communicate their progress to the participants: According to the results o btained in the assessments. With regard to meeting the learning objectives. Prov iding guidance for achieving the objectives were not achieved yet. f) Conduct th e group to the formulation of implementing commitments: As with the general and specific objectives. Including action. Specifying how to measure them. Their dat e of compliance. g) Suggest to the wider group courses: In accordance with the interests of the p articipants. Reporting on how to access them. Usually related to the subject of the course taught. 3. Perform the Closing of the Course (Performance) • Conduct involving the closure of the group. • Conduct a general summary of cou rse content. • Indicate the achievement of expectations. • Indicate the achievem ent of objectives. 10. Staffing resources, infrastructure and organization required to develop skil ls in evaluating information and communication technologies for teachers. Materi als and Equipment Resources Concepts Markers Whiteboard whiteboard Computer Chai r Canyon Table Classroom Resources Infrastructure Human Resources Internet Stude nts (Teachers) Teacher Evaluation Unit Unit Unit Unit Controller TBD Varies according to number of students varies according to the number of student s varies according to the number of students Measure

Number Unit Unit Unit Unit Unit Officers February 1 January 1 Varies according to number of students varies according to the number of student s Unit Unit January 1 The material, equipment, infrastructure and human resources needed by teachers i n their assessment of competence must establish themselves in the session plan. 11. Schedule of Activities and Budget Activities 1. Presentation of the project to the authorities of the University 2 . Authorization 3. Setting Date, teachers took the assessment and requirements 3 . Training of History Teachers ICT Competency Standards General Inventory Invent ory deliverables s overall performance make inventory to demonstrate general kno wledge assessment instruments 4. Evaluation of teaching staff in May. Check Time 1 hour 2 hours 25 hours 6. Results 2 hours 1 hour per teacher teaching a week of testing The assessment of skills in Information and Communication Technology for Teacher s has a cost of $ 3,000.00 per teacher, requiring a minimum of 10 and a maximum of 20 per session. The cost includes 25 hours of training to teachers in standar ds of assessment, in completing deliverables, the performance tasks and the know ledge to prove. The time marked on the timetable for assessment and verification of each teacher and all written material necessary for the evaluation and deliv erables. 12. Provisions for monitoring and controlling the process for the evaluation pro cess and recommended the following: a. b. c. d. e. f. That the University set th e criteria for selecting the teacher to take the assessment. Teachers communicat e the decision to invite the University of the assessment. Discuss the teacher e valuation is voluntary. The University shall devote the time required by the tea cher for evaluation. The University will allocate a physical place and have ever ything necessary for evaluation. Once completed and approved the evaluation proc ess, the University design and implement a monitoring system in place for the ac tivities that teachers do with students. University teachers must provide the in frastructure, equipment, software and / or any material for their performance in course work for on-site compliance standards. g. Talking about the integration of information and communication technologies at t he University is necessary to reflect on three major dimensions of innovation or change, García (2007), which, regardless of the assessment of teaching skills, will affect, Organizational culture the University itself, the training and prof essional development of teachers,€(Point touched in part by the evaluation) and explicit support of the university administration. 1. Changes in the educational objectives and the design of the teaching / learning. 2. Changes in the roles o

f teacher and student, and 3. Changes in the organizational structure of the uni versity. . . 13. Conclusions and recommendations Today's teachers must be prepared to offer s tudents enriched learning opportunities in ICT's. Be prepared to use them and ho w these technologies can support student learning must become integral skills of each teacher professional repertoire. It is not thought to modernize university education by introducing ever more sophisticated and new media, but to assess t he educational possibilities of the media in relation to the goals and objective s to be met. The reflection is made on Tic'sy its evaluation should be focused o n thinking about how and in what sense these means benefit to potential users, w hat they represent in the curriculum, how learning, attitudes, skills, etc., Can promote the students, without losing sight, of course, the citizen and professi onal society demands. That is, its potential lies not only in their attributes, in the goodness or quality technical and pedagogical design or certification of competence of the teachers but within the framework of pedagogical method under which it is inserted and used didactically. In this dynamic, knowledge, percepti ons and attitudes that teachers have the means will become crucial factors for t heir integration into the curricular process. In light of the above, we can say that the success of the changes in the universities located in the Information S ociety, depends largely on: 1. 2. 3. Commitment of teachers to the change itself that causes the integration of Information Technologies and Communication With the support it provides to the University in meeting their training needs and ab ove all make possible the implementation These processes are framed and formed through the evaluation of Entic's competen cies for teachers. 14. References and Bibliography Videotex Gomez, J. I. Correa, R. I. Duarte, A; Tirado, A. Guzman, M. D, Martínez Mojarro, M. E; Mojarro Martinez, N; Pavón G. Redondo, I., 2001. Research Report : Infoescuela 2001. Campaign to bring computers and the Internet to Andévalo and Cuenca Minera de Huelva. HE EDITORS. Diputación Provincial de Huelva. Departmen t of Education. Communicate Group. Colectivo Andaluz for Media Education. Huelva Spain. ISBN. Http://www.uhu.es/comunicar/biblioteca/libros/infoescuela/pdf/comp leta/memoria 84-930045-4-5. PDF G. Alvarado Hernandez, G. García Acosta and C. A. Soto, 2003 A Look at Quality S tandards Related to e-Learning. Educational Technology and Communications Magazi ne. American Institute of Educational Communication, ILCE, Mexico. Page 42-59 Area, M. (2005). Information technology and communication in the school system. A review of the research. Electronic Journal of Educational Research and Evaluat ion RELIEVE: v. 11, n. 1, p. 3-25. http://www.uv.es/RELIEVE/v11n1/RELIEVEv11n1_1 .htm Argudín Yolanda Vazquez, 2001. Competency-Based Education. Educate, Journal of E ducation. New season No. 19. Education and Evaluation. October / December 2001.h ttp: / / kino.iteso.mx / ~ luisg / EDUCATION% 20BASADA% 20en% 20COMPE TENCIAS.do c DIAZ-CHAO Angel (2008). "The wage gap in the knowledge economy: an empirical ana lysis for Spain." In "ICT and work: towards new organizational systems, new occu pational and wage structures, and new mechanisms for intermediation." UOC Papers [online dossier]. No. 6. UOC. [Consulted: dd / mm / yy]. <http://www.uoc.edu/uo cpapers/6/dt/esp/diaz.pdf> ISSN 1885-1541

Escamez, Juan. (2000) The Quality of Education, a responsibility. http://www.ace sc.net/escamez.htm García-Valcárcel Muñoz-Repiso Ana, 2007, Technological Tools for improving unive rsity teaching, a reflection from the experience and research. Revista Iberoamer icana de Educación a Distancia. Volume 10, Number 2. Technical University of Loj a. Loja, Ecuador. P. 125-148. http://www.utpl.edu.ec/ried/images/pdfs/volumendie z/herramientastecnologicas.pdf Gonzalez I. Ana and Annie Vainrub, TEACHING SKILLS PROGRAMME: Workshop on Instru ctional Design and ICT for teachers of the UNIMET http://www.fundacion-barcelo.c om.ar/cread/Expositores/Gonzalez-Vainrub.pdf GROS, B., SILVA, J. (2005): "Teacher training as teachers in virtual learning sp aces"€Revista Iberoamericana de Educación, No. 36 (1), http://www.campus-oei.org /revista/tec_edu32.htm. MINEDUC - Ministry of Education of Chile 2006. Standards in Information Technolo gy and Communication for initial teacher training. Government of Chile. Santiago de Chile, p. 11, 15, 17 to 23. http://www.oei.es/t ic/Estandares.pdf UNESCO, 2008 ICT Competency Standards for Teachers. Organization of the United N ations Educational, Scientific and Cultural Organization. Paris, France. Page 2, 6, 7, 8, 9 and 16 http://portal.unesco.org/es/ev.phpURL_ID=41553&URL_DO=DO_TOPI C&URL_SECTION=201.html http://cst.unesco-ci.org/sites/ projects / cst / default. aspx Juan Silva, 2006. Standards in Information Technology and Communication for Init ial Teacher Education: Current Situation and the Chilean case. Revista Iberoamer icana de Educación. Issue 38 / 3. http://www.rieoei.org/1391.htm