secondary education

News

UNESCO launches Global partnership for Girls and Women’s Education

01 June 2011

World political and corporate leaders today launched a major new Global Partnership for Girls’ and Women’s Education during a High-Level Forum held at UNESCO Headquarters. UNESCO Director-General Irina Bokova welcomed the participants to the Forum which aimed to galvanize support from the private and public sectors to make quality education available for girls and women everywhere.

Globally, some 39 million girls of lower secondary age are currently not enrolled in either primary or secondary education, while two thirds of the world’s 796 million illiterate adults are women. Only about one third of countries have achieved gender parity at secondary level.

 

The Global Partnership for Girls’ and Women’s education will focus mainly on secondary education and adult literacy, especially in Africa and Asia.

gender, , secondary education, adult
Events

Congreso E-duca 2011: Entornos personales de aprendizaje

19 May 2011

Jordi Adell, Linda Castañeda, Graham Atwell, Dolors Reig, Lola Torres, Boris Mir, Celestino Arteta, Ángel Falcón... un completo equipo de ponentes para un Congreso E-DUCA 2011 que llega a su quinta edición dedicado a un tema de total actualidad: Los Entornos Personales de Aprendizaje (PLE).

Entornos personales de aprendizaje, Education, Secundaria, secondary education, estudiantes, investigadores

MEDEA Awards 2010 Showreel

28 April 2011
educational media, secondary education, user generated content, primary education
Articles

An inquiry-oriented approach for making the best use of ICT in the classroom

05 July 2010
Many decades after the introduction of ICTs into science classrooms, there are still many unanswered questions about the impact technology has in students’ learning. This article addresses the general question: “What ICTs are the most useful, and how can they contribute to better learning in the science classroom?”
We conceive ICTs as tools that can enhance particular learning situations or environments, and in this sense, this article elaborates on the most appropriate technologies for particular learning environments and discusses in what order, and with what purpose, these technologies should be used.

The first part of this article highlights the most commonly used technologies in science classrooms, reviewing the unique opportunities they offer that would not be possible otherwise. After discussing the potential (or lack thereof) of these technologies, the second part of the article presents a proposal for using some of them in a specific pedagogical context: an inquiry-based learning cycle for laboratory work. The main aim of the proposal presented here is to discuss how a certain teaching and learning approach, such as inquiry-based learning, and a certain teaching and learning situation, such as school laboratory work, can be enriched by the use of ICTs. Finally, a detailed example of how specific ICTs are used in laboratory work sessions with an inquiry approach is also explained. This practical case comes from a research-based activity sequence on kinematics and dynamics developed for secondary school students within the framework of the local project REVIR.
Learning, Research, secondary education, Information and Communication Technologies (ICT), laboratory work, inquiry approach