EDUCATIONAL MANAGEMENT

PRESENTED BY :

LADY ANDREA DELGADO CODE: 1.055.962499

LAURA VANESSA VELANDIA

YUDI ESPERANZA LOAIZA CODE: 40327934

MARISOL SÁNCHEZ RINCÓN CODE: 1 120 373 742

GROUP:

551030_12

PRESENTED TO

ASTRID YANIRA LEMOS

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD

AUGUST - 2018
 ACTION PLAN

OBJETIVES

General objetive

 Incorporate the use of tics in the teaching-learning process

Specific objectives

 implementation of tics efficiently in the teachers and students

 Transmit the knowledge acquired about tics to students.
 To make the teaching-learning process more dynamic with the use of tics.

DESCRIPTION OF THE EDUCATIONAL NEED

In the educational institution Jorge Eliecer headquarters the jump is observed the need
to implement ICT in the grades of first, second, third, fourth and fifth grade, because in
that school they do not have access to the internet, and the teacher dictates the classes
based in a delayed methodology, the children of these grades have never had computer
classes because within the planning the teacher gives priority to other resources, and
since she has several grades in charge of each course she assigns a subject facilitating
the booklets, but the children they do not receive an explanation, therefore the
performance of these children is very low, because they do not have a support in the
implementation and use of tics in their teaching-learning process which is very important

The process involves reaching an agreement on a reasonable set of priorities for the
school and then taking action to carry out the plan (Hargreaves and Hopkins, 1991, p.3,
emphasis in original). Increasing the use of Tics through the curriculum is of vital
importance for the implementation of our processes, is to ensure that students are
always at the forefront of innovating technology when carrying out their tasks, analysis,
research and others. Carried out in the day-to-day teaching-learning process.

Hargreaves and Hopkins (1991, p.5) recommend that, for each year of the development
plan, each of the priorities of the plan become a set of detailed action plans, where an
action plan works. That is to say, in this case an action plan should be carried out where
a previous investigation is evidenced and in this case the focus of the problem in which
it is going to work is emphasized

QUANTITY AND QUALITY

The development of integration of the new tics in the teaching-learning process will be a
challenge in this school, since it does not have Internet access, nor does it have
economic support, it will be a slow process, but with an excellent organization, planning,
and management of a working group will be able to find solutions to achieve that these
children can implement the use of tics in their learning and in this way show a high
degree of academic performance

IN HOW MUCH TIME

The idea is to carry out this work plan in a short term so that the children who are
studying fourth and fifth grade can benefit from this development plan so that they leave
well prepared for high school and can give a good academic performance

PLACE

This development plan will be carried out in the educational institution Jorge Eliecer
Gaitan sede el Salto

STAFF, FINANCIAL RESOURCES

Seek the support of the directors and teachers of the institution, and also ask for the
necessary resources to carry out this plan of action.
CONSTRUCTION: the priorities for development are selected and then converted into
specific objectives.

The uses of teaching strategies supported by the use of ICT are functional as long as
their application is focused as help for the different subjects, additionally, these should
benefit the development and delivery of the class and the performance of teachers and
students during and after this. To find the use of technological resources is the delivery
of a subject is necessary to rely on parameters that allow deciding why, for what and
how to make use of them. Escobar, Glasserman and Ramirez 2015 (p.07)

Classroom proposal

The teacher sets the learning goal that he wants his students to achieve.Through the
facilitating tool for the classroom and elaborates the script for the development of the
same.

The facilitating tool for the classroom is constructed through the technique proposed
having as a principle the skills it wants to develop in its students through the use of ICT.

The phases of analysis for the development in a secondary school in the

implementation of ICT.

-Audit of FODA analysis with all the members of the school, in separate segments.

-Training school staff, to strengthen the use of ICT, in different areas of teaching.

Creation of the Evaluation Assemblies, the Academic Council, the Coexistence

Committee and the Board of Directors. With the intention of exercising an
accompaniment in the execution of the agreed plans.

Elements of the recognition phase necessary for improvement.

  The need for detailed institutional plans for the curriculum.

Being the main points that will improve the development of the school, the plans allow to
have a clear orientation of the process in which it will be extended.

Present annual reports of the processes in accordance with the objectives established
for implementation.

EVALUATION: The success of implementation is checked.

To carry out the evaluation of the project or the action plan, the following elements must
be taken into account:

• The Objectives By making the teaching process more effective, students were able to
get the knowledge that was expected where the use of Tics was implemented within the
educational environment.

• The Goals As well as the objectives the goals in this case are evidenced in the
proposal or planning of the proposed objectives in order to reach the same goal

• The Results At the end of the process where the incorporation of the use of tics in the
teaching-learning process is evident in order to bring this knowledge and new
technology in a way that the students of the educational center can implement this new
way of learning in their curriculum. Based on the improvement of teaching methods.

• Sources of verification, at the end of the process that is proposed in the action plan
where the use of Tics is sought, we mainly seek
 REFERENCE

Bush, T., & Coleman, M. (2000). Leadership and Strategic Management in Education.
London: SAGE Publications Ltd. Retrieved from
http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=e000xww&AN=309760&lang=es&site=ehost-live

Bush, Tony. (2007). Educational leadership and management: Theory, policy, and
practice. South African journal of education. Vol 27 (3) 391-406. Retrieved from
http://wrap.warwick.ac.uk/426/1/WRAP_Bush_107_366_1_PB1.pdf

Postolache, F. (2011) New Technological Trends in Educational Management.

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