Command of Technological Competencies by Teacher Training Students: A Practical Study

By Beatriz Rodríguez-López and Margarita Pino-Juste.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The European Space of Higher Education indicates the importance of
linking the training in higher education with the professional world
and defines a new frame of teachers’ professional competencies linked to the new formative priorities students must acquire in order to fit the needs of the labour market.
Hence, the importance of the learning process is understood
as Competency-Based Education and Training (Cbet). As far as ICT is concerned, a great amount of studies include their basic knowledge and use as professional key competencies. Thus, Coughlin (1999) emphasized the consequences of the spread of new technologies in the development of professional competencies.
In the field of education, commanding technological competencies
involves being able to operate technical devices, knowing their main
features and potentialities, and their applicability as training
tools. Consequently, the aim of this research has focused on the
advantages and disadvantages of the application of technological tools
to the teaching and learning process in the area of higher

Keywords: Technological Competencies, Higher Education, Teacher Training

The International Journal of Learning, Volume 16, Issue 3, pp.79-90. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.218MB).

Beatriz Rodríguez-López

Lecturer, Filologías Extranjeras y sus Lingüísticas, UNED (Universidad Nacional de Educación a Distancia), Madrid, Spain

Beatriz Rodríguez holds a degree in English Philology and a PhD in Applied Linguistics. She has worked as a lecturer for more than eightteen years at different universities, Universidad de Vigo, Universidad Complutense de Madrid, Universidad Autónoma de Madrid, (Faculty of Education in Formación de Profesorado ). She is currently working at the Filologías Extranjeras y sus Lingüísticas Departament (UNED). She also has experience in teaching at Infant, Primary and Secondary levels, work that she carried out for more than twelve years. She develops teaching materials for young learners and teen-agers. She has given workshops in Spain and abroad focusing on the different aspects of Didactics of Foreign Languages, especially English.

Dr. Margarita Pino-Juste

Lecturer, Didáctica y Organización Escolar, Universidad de Vigo, Tui, Pontevedra, Spain

PhD in Educational Sciences and Professor at the University of Vigo. Diploma in Psychology. PhD. at the University of Santiago de Compostela, 1996. Headmaster of a Special Education School, 1989. Vice-Director of a Crafts School Workshop, 1992. Senior Lecturer at Vigo University since 1998. Her publications and research interests focus on the fields of social education, needs analysis and teacher training.


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