20 Tools to Create Interactive Educational Activities

In this section I have shared authoring tools for creating interactive activities that teachers use most is their class hours with their students, there are several in English, Spanish, other online, offline, other open and closed, some portable and others are not and without a doubt the best evaluating them are you teachers, teachers, educators, teachers, trainers; I commented that the first tool I used back in 2004 was jclic, this was the one that captivated me to the creation of content and I could verify the potential of having your own class themes in a game format to please my students. , well there will be other similar experiences from you that I hope you will let me know in your comments; without further ado I share the list of the 20 tools:

1. Online notebook (Ministry of Education and Science of Castilla-La Mancha). Easy and functional tool for the creation and dissemination of digital educational materials. It allows creating dynamic and visual digital notebooks that can contain information and multimedia activities. You may also be interested in visiting the Cuadernia resources portal where you will find different versions of this tool to download tutorials, a forum, news, activities, etc.
http://www.educa.jccm.es/recursos/es/cuadernia

2. Ardora is a computer application for teachers, which allows you to create your own web content, in a very simple way, without having technical knowledge of design or web programming.
With Ardora you can create more than 45 different types of activities, crosswords, word searches, complete, graphic panels, clocks, etc., as well as more than 10 different types of multimedia pages: galleries, panoramic or zooms of images, mp3 players or flv, etc and seven new “server pages”, annotations and collective album, timelines, poster, chat, poster, comment system and file manager.
http://webardora.net/index_cas.htm

3. Hot Potatoes is a system to create educational exercises that can be carried out later on the web. The exercises he creates are of the short answer type, multiple selection, fill in the gaps, crosswords, pairing and varied.
Your license is not free, but as of September 1, 2009 the version without limitations is distributed through the Downloads section of your website.
http://web.uvic.ca/hrd/halfbaked/

4. JClic is an environment for the creation, realization and evaluation of multimedia educational activities, developed in the Java programming language. It is a free software application based on open standards that works in various operating environments: GNU / Linux, Mac OS X, Windows and Solaris.
http://clic.xtec.cat/en/jclic/

5. Constructor is a tool of the Ministry of Education of the Junta de Extremadura to create digital educational content, in a simple and intuitive way, which has a lot of configurable activities (more than fifty) and, allowing the incorporation of multimedia elements (sounds, videos, images, etc.) through the process of “drag and drop”. It also presents a complete integration with the Moodle environment, which allows us to integrate the contents of the platform and to register all the variables regarding its evaluation.
http://constructor.educarex.es/

6. Educaplay is a tool that allows us to create multimedia educational activities so that we can use them in the classroom with our students.
Among the activities that allows us to create, I would highlight the following: Maps, Riddles, Complete, Crosswords, Sort letters and / or words, Letter soup, etc.
www.educaplay.com

7. eXeLearning is a program to create open source educational activities that are simple to use and that incorporate a large number of tools. It is one of the most used programs for the creation of didactic resources and, it presents a very important advantage in its use, since it is not necessary to have programming knowledge
http://exelearning.org/

8. GLO Maker is one of those tools that exists so that one can make one’s own resources based on “learning objects”. These “objects” consist of a didactic resource in digital format, reusable in different contexts as a minimum unit that can be combined with others to form blocks of instruction according to the needs of a specific curriculum. It is composed of two or more elements (text, graphics, audio, video, images, exercises …) articulated to generate skills in who uses them, as a response to learning problems identified at the regional, national or international level.
www.glomaker.org

9. LAMS is an open source tool to design, manage and distribute online collaborative learning activities. The system is designed so that teachers or educators can design learning activities aimed at a whole group. Through an activity management screen it is possible to see how far each student has come in the sequence of activities that constitute the unit and to know what difficulties are presented or how they are doing.
http://www.lamsinternational.com/

10. MALTED is an author’s computer tool for the creation and execution of multimedia and interactive didactic units to be used by students as learning practices in technologically equipped classrooms. This tool has been developed in particular for the teaching of languages, although its use can be extended to other subjects of the school curriculum.
http://recursostic.educacion.es/malted/web/

11. Hopscotch is a tool created by the Cervantes Institute, conceived as support for language teachers. It has 21 interactive programs or hobbies for the generation of exercises (hanged, crossword puzzles, logic game, multiple choice, relate lists, fill gaps, puzzles, jumping horse, soup of letters, true / false …). In addition to these programs, the application includes an editor in html that allows to publish, both in a local network and on the Internet, complete didactic activities that integrate hypertext and multimedia elements.
For the creation of these activities, the Institute makes available to all teachers of language (or public in general), the possibility of downloading the CD-Rayuela, where all the operating instructions of the different creators of activities are found, together with the tools designed for that purpose.

12.-Squeak is an environment in which multimedia applications can be made and executed. It is a graphical environment of very intuitive handling in which the world is emulated and in which you can interact with the objects that surround us.
The user of Squeak stops being a mere user, he also becomes a creator. Some define Squeak as an author tool, but it’s something else. When you open Squeak you will find its programs, its tools for managing files, its tools for playing multimedia files.
It is multi-platform, since it can be used from the most popular Operating Systems: Mac OS, Linux, Windows, … and since it is free code, there are people who have adapted Squeak to be used in other environments. What we do from one system we can use it in another without problems. There is a virtual machine for the mentioned operating systems.
www.squeak.org/

13. Xerte is one of the few “content creators” prepared to work very comfortably and with the same functionality as eXeLearning (which for many is the author tool par excellence). You can also generate lines of code to improve the product. It is a tool created by the University of Nottingham so that, in principle, the teachers of the same could produce their own interactive learning material (what we commonly call interactive digital content, formed by different objects of learning). In view of the success it had among its teaching staff, it was decided to release a version so that everyone could use that tool integrated by multiple open source tools.
www.xerte.org.uk

14. CourseLab is an author tool for the creation of educational materials without needing special knowledge in computer science. It is a free software alternative that can create learning units in SCORM 1.2 or SCORM 2004 format; therefore, materials created with CourseLab can be used in educational platforms that, like Moodle, incorporate the standard SCORM or LMS format.

The interface is intuitive and almost all the elements that can be used in the learning environment are incorporated into the “stage” by simply dragging and dropping the mouse. The application supports Flash objects, Javascript, pop-ups, audios, links to external web pages, among others. Although this application is only in English, it is worth using it for the construction of educational material.
www.educativa.com/articulos/courselab/

15. Win-ABC. Educational program that consists of a large number of activities to work on the instrumental techniques of reading and writing and mathematics. It has tools and configuration possibilities that allow you to customize the program and adapt it to the characteristics and needs of each child. Currently the program is presented in Spanish, Catalan, English and Basque. The new version allows, among other things, to enter words and associate them with their image and sound or to associate letters with drawings, to use the keyboard or the mouse indifferently, to put images and sound to the numbers to facilitate their learning, to elaborate stories from files of phrase type, for the learning of literacy or work with problems of adding, subtracting, multiplying or dividing.
http://perso.wanadoo.es/postigoaula/winabc/winabc.htm

16. ComiKit is a software tool for children that uses comic strips to program the behavior of graphic characters. In the comics, the events of the story are shown on wooden plates, where each panel shows a part of the action. If we introduce the notion of conditional strips, comics can be used to describe events in a program. In an event strip, the first panel is a precondition for the actions in the subsequent panels. In ComiKit, a program is created by drawing characters and making event strips for their actions. The event strips are controlled and executed when the game is played. Comic events are similar to graphic rewriting regulations, but are in many ways potentially more expressive and flexible. Several prototypes of ComiKit have been tested along with 4th and 5th grade elementary school children. The results showed that children still had to learn programming concepts, such as conditional events, but most children can create meaningful interactive stories and simple games in one or two hours. Studies also showed that girls and boys, where equally creative with the programming tool.

17. LIM The Lim system is an environment for the creation of educational materials, consisting of an activity editor (EdiLim), a visualizer (LIM) and a file in XML format (book) that define book properties and pages That composes.
http://www.educalim.com/cinicio.htm

18. Textoys: program similar to Hot Potatoes, although more limited. Works in the reconstruction and ordering of texts.
http://www.cict.co.uk/textoys/index.php

19. Les jeux de Lulú: Scripts of interactive activities (puzzles, memory, relating couples, etc.). Some are freely available.
http://jeux.lulu.pagesperso-orange.fr/

20. Quiz faber: Free application to design interactive exercises (short questions, multiple answers, relate columns, fill gaps, etc.), similar to Hot Potatoes.
http://www.lucagalli.net/

Top 20 Famous Quotes About Education

Today we are going to share some of the best known phrases about education, aimed at both parents and children. Do not miss it!

According to the definition of inciclopidia.wikia.com, a famous phrase “is that famous phrase that is generally used as a quotation by enough people, considered as the” authority argument “, of course it usually lends itself to misunderstandings. Famous phrases have various uses, among which are to be used as a weapon (have been used by various armies that have speakers), entertain a conversation or quote to quote. »

If you like dating and education, today we will share some of the best known phrases about education, which come from important and relevant figures, as some famous and recognized writers, for example.

You may also be interested: Great phrases and reflections on education, what do you think?

Famous quotes about education
1- Paulo Coelho

“A child can teach three things to an adult: to be content for no reason, to be always occupied with something and to know how to demand with all his strength what he wants”.

2 – Albert Einstein

“Never consider study as an obligation, but as an opportunity to penetrate the beautiful and wonderful world of knowledge.”

“The only thing that interferes with my learning is my education.”

“Any man who reads a lot and uses little of his own brain, falls into lazy habits of thought.”

“Wisdom is not the product of schooling, but of an attempt throughout life to acquire it.”

“The master’s supreme art is to awaken the pleasure of creative expression and knowledge.”

3 – Jorge Luis Borges

“The University should insist on the old and the foreign. If you insist on your own and the contemporary, the University is useless, because it is expanding a function that the press already fulfills. »

4 – Aristotle

“Those who educate children well deserve to receive more honors than their own parents, because those only gave them life, these the art of living well.”

“The educated differs from the uneducated as much as the one who lives differs from the dead.”

“Educating the mind without educating the heart is not education at all.”

“Education is an ornament in prosperity and a refuge in adversity.”

“It is the mark of an educated mind to be able to entertain a thought without accepting it.”

5 – Theodore Roosevelt

“A man who has never been to school could steal a freight car, but if he had a university education, he could steal the entire train.”

6 – Oscar Wilde

“Education is something admirable, but it is good to remember from time to time that nothing worth knowing can be taught.”

“The best way to make children happy is to make them happy.”

7 – Antonio Machado

«In matters of culture and knowledge, only what is saved is lost; only what is given is earned. ”

8 – Nelson Mandela

«Education is the most powerful weapon you can use to change the world.»

9 – Malcolm X

«Education is our passport to the future, because tomorrow belongs to the people who are preparing for today.»

10 – Abraham Lincoln

“The philosophy of the classroom in one generation will be the philosophy of the government in the next.”

«The things I want to know are in the books; My best friend is the man who gives me a book I have not read. ”

You may also be interested: Ana María Matute, biography, phrases and books
11 – Leonardo Da Vinci

«Learning never tires the mind.»

“Study without desire spoils the memory and retains nothing of what it takes.”

12 – Víctor Hugo

“He who opens the door of a school closes a prison.”

13 – John F. Kennedy

«A child with a lack of education is a lost child.»

“The goal of education is the advancement in knowledge and the dissemination of truth.”

«Freedom without education is always a danger; Education without freedom is futile ».

14 – Confucius

«Education generates trust. Trust generates hope. Hope generates peace. ”

15 – Galileo Galilei

“If I started my studies again, I would follow Plato’s advice and start with mathematics.”

16 – Walt Disney

“I’d rather entertain and hope that people learn something than educate people and expect people to entertain themselves.”

17 – Isaac Asimov

“Self-education is, I firmly believe, the only kind of education there is.”

18 – James Baldwin

“It is almost impossible to become an educated person in a country so distrustful of the independent mind.”

19 – Ali

«There is no wealth like knowledge, there is no poverty like ignorance.»

20 – Seneca

“Long is the way of teaching by means of theories, brief and effective by means of examples.”

«Study not to know one more thing, but to know it better.»

These are some of the best interesting quotes about education. Do you know some famous phrases about education more? If so, do not hesitate to share it in the comments.

New Technologies in the Fight Against IT-IPEC / ILO

Sharing knowledge

With the objective of disseminating good practices for the prevention and eradication of child labor carried out within the framework of the ILO-IPEC actions for the prevention and eradication of child labor. The International Seminar “Good practices for the Prevention and Eradication of Child Labor in Latin America” ​​was held, in which the experiences presented at the World Conference on Child Labor, held in the city of The Hague, in the Netherlands, were presented. Month of May.

Good practices, selected in a rigorous process, were exposed from their countries by representatives of the institutions that were responsible for implementing them, all through the videoconferencing system.

From Brazil, the experience of the Ministry of Health was known about how to involve the public health sector in the fight against child labor; Fundación Paniamor from Costa Rica presented the experience of the contribution of the tourism industry in the fight against the commercial sexual exploitation of children and adolescents; the National Service for Minors – SENAME of Chile shared the implementation of the Single Registration System and intervention of the worst forms of child labor; connected with Ecuador, Expoflores explained the experience of the Floricultural Social Forum; El Salvador: Eradicating the worst forms of child labor in sugarcane: Another world is possible; In liaison with Paraguay, the Ministry of Education spoke about the insertion of the SCREAM Methodology to move from mobilization to public action in schools.

Latin America linked by the network

There were more than 1500 people throughout Latin America who connected through the internet with the system called “streaming”, which allowed them to reach Argentina, Bolivia, Brazil, Colombia, Costa Rica, Chile, Ecuador, El Salvador, USA. , France, Guatemala, Honduras, Ireland, Mexico, Nicaragua, Panama, Paraguay, Peru, Dominican Republic, Uruguay and Venezuela.

Likewise, in the countries of origin of good practices, the face-to-face modality of the Seminar was convened, in which around 300 people were gathered in total. In addition, interesting initiatives emerged from Panama and Peru, countries that transmitted the whole Seminar on a giant screen to a group of employers

All the participants, both virtual and face-to-face, identified themselves as representatives of an institution related to the fight against child labor in the countries: representatives of governments, employers ‘organizations, workers’ organizations, civil society organizations, researchers , teachers, students, media, among other actors.

An unprecedented experience

Guillermo Dema, Regional Specialist on Child Labor and Youth Employment of the ILO, who gave the opening words of the Seminar, emphasized the importance of carrying out this type of activities that make known, in an agile manner and with wide coverage, the lessons learned and the execution process of certain interventions such as good practices, which will facilitate replication elsewhere in the world. “It has been a great effort of inter-institutional integration, which marks a milestone in the knowledge management on child labor in the region, and we are sure that it is the first of many other seminars that we will carry out in this modality,” said Dema.

Mario Coronado, Director of Fundación Telefónica del Perú, supported the initiative since its inception and organized the entire Proniño Program team in the different countries in order to ensure the efficiency of the technical part.

Below you will find the videos of the exhibitions presented during the Seminar:

June 17th:

* EL SALVADOR: Eradicating the worst forms of child labor. Another world is possible. The experience of Fundazúcar. (NOT AVAILABLE FOR TECHNICAL PROBLEMS)
* PART ONE: ECUADOR: Sowing Future. The experience of the Floricultural Social Forum (1)
* SECOND PART: ECUADOR: Sowing Future. The experience of the Floricultural Social Forum (2)
* THIRD PART: ECUADOR: Sowing Future. The experience of the Floricultural Social Forum. (3)
* FOURTH PART: ECUADOR: Sowing Future. The experience of the Socila Florícola Forum (4)
* FIFTH PART: ECUADOR: Sowing Future. The experience of the Socila Florícola Forum. (5)
* SIXTH PART:
o ECUADOR: Sowing Future. The experience of the Socila Florícola Forum. (6)
o CHILE: A child in worse forms, a story to follow. Unique registration system and intervention of the worst forms of child labor. National Service for Minors-SENAME (1)
* SEVENTH PART: CHILE: A child in worse forms, a story to follow. Unique registration system and intervention of the worst forms of child labor. National Service for Minors-SENAME (2)
* EIGHTH PART: CHILE: A child in worse forms, a story to follow. Unique registration system and intervention of the worst forms of child labor. National Service for Minors-SENAME (3)
* NINTH PART: CHILE: A child in worse ways, a story to follow. Unique registration system and intervention of the worst forms of child labor. National Service for Children-SENAME (4)

June 18th

* PART ONE: COSTA RICA: The contribution of the tourism industry in the fight against the commercial sexual exploitation of children and adolescents.
* SECOND PART: COSTA RICA: The contribution of the tourism industry in the fight against the commercial sexual exploitation of children and adolescents.
* THIRD PART: COSTA RICA: The contribution of the tourism industry in the fight against the commercial sexual exploitation of children and adolescents.
* FOURTH PART: COSTA RICA: The contribution of the tourism industry in the fight against the commercial sexual exploitation of children and adolescents.
* FIFTH PART: PARAGUAY: SCREAM: From mobilization to public action.
* SIXTH PART: PARAGUAY: SCREAM: From mobilization to public action.
* SEVENTH PART: PARAGUAY: SCREAM: From mobilization to public action.
* EIGHTH PART: PARAGUAY: SCREAM: From mobilization to public action.
* NINTH PART: BRAZIL: How to involve the public health sector in the fight against child labor.
* PART 10: BRAZIL: How to involve the public health sector in the fight against child labor.
* PART ELEVEN: BRAZIL: How to involve the public health sector in the fight against child labor.
* PART TWELVE: BRAZIL: How to involve the public health sector in the fight against child labor.
* PART THIRTEEN: BRAZIL: How to involve the public health sector in the fight against child labor.
* PART FOURTEEN: BRAZIL: How to involve the public health sector in the fight against child labor.
* PART FIFTEEN: BRAZIL: How to involve the public health sector in the fight against child labor.
* PART DIECISEIS: CLOSING

HOW MANY TICs DO WE KNOW?

Very bin in this part we will only mention the ICTs that we have at hand for our use, either in education or in our case IT is very important to know that I can use it, logically know is power if I do not know it I can use it, very well among the main ones I put a box so that they also analyze how much they are used:

Very well start with the most popular, leaving the one we saw that are SOCIAL NETWORKS, Blogs, like this in which we can POstear or put all kinds of information now this blog is a web page or in short What is it? for this we must differentiate what is one and the other very well:

A web page has more static information, it is not updated very often,
A blog is much more dynamic in terms of the information it contains, and faster and easier to publish.
They are two different media.
The blog is more interactive because it admits comments from readers
One medium does not exclude the other. I can have a web page and also a blog.
The frequency of update: some very active blogs are updated several times a day.
Collaborative work: By custom, a blog can be carried by a single person (its owner), but often receives many collaborations that provide great information for the creation of articles. You will also find many links between blogs, which form a true community.
The ease with which the content is added: In the case of our community, blogs (and more specifically the system that exists behind) allow you to write the text of the articles quickly and easily. In addition the author (blogger) does not need any technical knowledge and the publication is a matter of minutes.

Bearing this in mind we would say that a blog is more SOCIAL that is what we are looking for in order to reach more people, now these blogs are in fourth place after video, wikis, images and communication programs (chats, skype, messengers) that We’ll see later.

Very well a blog is a more striking way to join several ICTs or chain services as you might call it, that is, we have several options of videos, images, presentations, mail, twitter, other blogs etc, that we can connect with our blog, from there It is a powerful tool to carry a message to our followers, achieving a SOCIAL BLOG.

SOCIAL NETWORKS (ICT) AND CHILD LABOR

The TICs in general are diverse tools that exist in the world at present almost all of us are in the capacity to create these tools and use them for any oproposito that we have in mind, but in this section.

The computer tools to enhance the effectiveness of online social networks (‘social software’), operate in three areas, “the 3Cs”, cross way:

Communication (they help us share knowledge).
Community (help us find and integrate communities).
Cooperation (they help us do things together).

We could indicate that among the most used social networks are:
Facebook, My space, Sonico, Hi5, twitter, among others as the QQ of China, but as I told them as we know what social network to use for our purposes for it, we must qualify the following:

Intermediation The extent to which a node is among the other nodes in a network. This measure takes into account the connectivity of the node’s neighbors, giving a greater value to the nodes that connect to groups. The measure reflects the number of people a person indirectly connects through their direct links. [19]

Connector A loop can be called a connector if its elimination causes the points it connects to become different components of a network.

Centrality This measure gives an approximate idea of ​​the social power of a node based on how well it is “connected” to the network. “Intermediation”, “Cercanía”, and “Grado” are all measures of centrality.

Centralization The difference between the number of links for each node, divided by the maximum possible number of differences. A centralized network will have many of its links scattered around one or a few nodal points, while a decentralized network is one in which there is little variation between the number of links each node has.

Closeness The degree to which a person is close to all others in a network (directly or indirectly). It reflects the ability to access information through the “gossip network” of the members of the network. Thus, the proximity is the inverse of the sum of the shortest distances between each individual and each of the other people in the network. (See also: Proxemics). The shortest path is also known as the “geodesic distance”.

Grouping coefficient A measure of the probability of two people linked to a node associating themselves. A higher grouping coefficient indicates a greater “exclusivism”.

Cohesion The degree to which actors connect directly with each other through cohesive links. The groups are identified as ‘cliques’ if each individual is directly linked to each of the others, ‘social circles’ if there is less rigor in direct contact and this is immutable, or blocks of structural cohesion if accuracy is required. [twenty]

Degree The count of the number of links with other actors in the network. See also degree (graph theory).

(Individual level) Density The degree of relations of a respondent to know each other / proportion of ties between the mentions of an individual. The density of the network, or global density, is the proportion of links in a network in relation to the total of possible links (scarce versus dense networks)

Intermediation centrality flow The degree to which a node contributes to the sum of the maximum flow between all noso pairs (excluding that node).

Eigenvector centrality (Autovector) A measure of the importance of a node in a network. Assign scores relative to all nodes in the network based on the principle that connections to nodes that have a higher score contribute more to the score of the node in question.

But in the end what makes a social network work and makes it grow is its ease of use and to manage contacts and resources.
Now if we enter into rugged terrain, how can we use it to fight against IT?

Very easy social networks offer a new way of transmitting information and help optimize resources and improve communication channels. For this reason, the role that ICT can play in helping to eradicate child labor depends closely on the social reality of the environment in which IT occurs. The technological advance and its current web 2.0 format, platforms and social networks represent an opportunity to address the problem of child labor.

As we do it by forming social networks with people involved at all levels within the society, both digital and natural, this means that only the fact that a teacher provides information about an idea that has a certain environment where the IT is given inside. of a varied social network, that will give a faster result in the organization, and drive to find a solution.

Now we have the tools, which follows this training to use them and that is obtained with advice and practice, remember that social networks are made to share, collaborate and above all communicate. Greetings Partners.

“Recognition to the Innovative Teacher of my City OEI Award Microsoft Forum21” Thank You God

Dear friends, we are very happy for this recognition and I will be sincere not expected since it was something done 3 years ago, that’s why when I received the call on December 24, 2015 in the morning via whats up, from Galia Kohon with a very marked Argentine accent, I thought it was a joke from a computer friend and I thought that application can be used to mask the call and make me believe that it was Argentina code, but the conversation refreshed my memory about the http: / /docentesinnovadores.net/ in which I had uploaded the project in which we had done some time ago, ended the call with a check your email.

Quick contact me with my partner Sonia Chávez and tell her the good news; at the beginning as my surprised person told me that I was not a teacher who was a news executive that I took with much pleasure because he deserves it is an exceptional teacher who bets on ICT, one thing came after another I received the document that his text had this news:

Dear Augusto Bernal:
Congratulations! In addition to joining the Expert Innovative Educator Program (MIE Expert – Microsoft Innovative Educator), we are pleased to inform you that the Organization of Ibero-American States, FORO21 and Microsoft have recognized their work as a teacher in the EU Carlos Polit Ortiz, Manta, Manabí, Ecuador in the project framework Generate your own evaluation material.

The project stands out for using technological tools to promote the different forms of evaluation and self-evaluation among students, stimulating their capacity for the regulation of the study and the production of contents for teaching. In this way, joint evaluation criteria are established that serve both for study and for life in general.

We believe that your work is an important sample of what Latin American educators do best: teach our children and help them develop. Today’s world calls us to include technologies in the most attractive and meaningful way possible and that is exactly what their work shows: how technology becomes more than a tool when it can help improve teaching and learning .

It is for this reason that we will carry out, in conjunction with the City Hall of Manta, an award in their school, in which the Recognition will be given to the Innovative Teacher of my City.
Once again we congratulate you for your work and we hope that this recognition can promote more and better innovations in your school and your community.

Say hello to you,
Mara Golzman
Project Director
mgolzman@foro21.com.ar
Cel: +5411921692791
Skype: mascarponica

After this, with the certainty that we had been chosen for the mention, we went on twitter to our president Econ. Rafael Correa knowing the unconditional support to the improvement of the education of our beautiful #Ecuador gave us the RT thing that I did not know and by some messages my friends tell me the RT gave the president and turned us into a trend in a few minutes that good surprise!

Thanks to the interview of Television Manabita and my friend Edison Almeida that allowed us to communicate to everyone about the project and above all expose that in #Ecuador if there is # innovation and with few resources, ours was with pentium4 machines and free ubuntu and jclic software.

The invitations were made as is our custom in digital, could not allow the use of paper in any of these processes by the project # paperwork carried in our country that aims to reduce the use of paper, and was shared by email and networks social.

And it was the day of the award January 29, 2016 at 3:00 pm and above all the power to expose everyone present the project in which it consisted and above all to generate spaces to add more colleagues
We finished this beautiful journey with the news of the municipality of Manta-Ecuador with the mayor Jorge Zambrano.

THE ICT IN EDUCATION AND HOW TO USE THEM TO OUR FAVOR

We can indicate that the information and communication technologies (ICT), have been centralized in private educational centers for years back nowadays the society tries to include them at a general level to reach a certain degree of digital literacy, you can find texts with These statements:

This emerging information society, driven by a vertiginous scientific advance in a neoliberal-globalizing socioeconomic framework and supported by the widespread use of powerful and versatile information and communication technologies (ICT), entails changes that reach all areas of human activity Its effects are manifested in a very special way in work activities and in the educational world, where everything must be reviewed: from the raison d’etre of the school and other educational institutions, to the basic training that we need people, the way to teach and to learn, the infrastructures and the means we use for this, the organizational structure of the centers and their culture.

Of which we can note words such as socioeconomic, work activities, culture, organizational structure, making it clear that a certain amount of everything that ICTs mean, but for this blog we will only focus on them to use to help many children out of the world. child labor

So:
What are the characteristics of ICT?
Information and communication technologies have the following main characteristics:

They are innovative and creative, because they give access to new forms of communication.
They have greater influence and benefit in greater proportion to the educational area since it makes it more accessible and dynamic.
They are considered subjects of public and political debate, since their use implies a promising future.
They are more frequently related to the use of the Internet and information technology.
They affect many areas of the human sciences such as sociology, the theory of organizations or management.
In Latin America, countries such as Argentina and Mexico and Europe and Spain and France stand out with their use in universities and institutions.
The main new technologies are:

Internet
Robotics
Specific purpose computers
Electronic money

They are a great long-term economic relief. although in the time of acquisition it is a strong investment.
They constitute means of communication and acquisition of information of all kinds, including scientific, to which people can access by their own means, that is, they promote distance education in which it is almost a necessity for the student to be able to reach all the information possible usually only, with minimal help from the teacher.