Conocimientos tecnológicos, pedagógicos y disciplinares del profesorado de Primaria

La emergencia de las tecnologías de información y comunicación (TIC) plantea nuevos desafíos educativos al profesorado, a los cuales puede responder desde un modelo de formación coherente. El propósito de este estudio es analizar los conocimientos tecnológicos, pedagógicos y disciplinares del profesorado de Educación Primaria, necesarios para la integración de las TIC en la labor docente. Para ello, se llevó a cabo una investigación con una metodología cuantitativa de carácter no experimental en la que participaron 224 profesores de Educación Infantil y Primaria de la provincia de Alicante. Los resultados mostraron que los docentes poseen mayores conocimientos pedagógicos y disciplinares que tecnológicos, lo que conlleva a escasos conocimientos para la integración de las TIC en la labor docente. Se constataron, además, diferencias significativas entre el género y los años de experiencia docente, y la relación entre el uso lúdico de la tecnología y los conocimientos sobre sus aspectos fundamentales. Según los resultados obtenidos, se corrobora la necesidad de una alfabetización digital del profesorado abordada no solo desde una formación tecnológica, sino también pedagógica y disciplinar de forma global. Ello responde al modelo TPACK (Technological, Pedagogical and Content Knowledge), el cual se contempla como un marco de referencia a tener en cuenta por lo que respecta al desarrollo profesional del profesorado y su vinculación a los procesos de enseñanza-aprendizaje en el aula donde las TIC estén presentes.

Auto perceção do estado de saúde, aptidão física e motivação para a prática de hidroginástica por parte de idosos

Dissertação apresentada à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para o cumprimento dos requisitos necessários à obtenção do grau de Mestre em Atividade Física na especialização de Gerontomotricidade.

Historic Massachusetts, a travel map to help you feel at home in the Bay State

designed and drawn by Ernest Dudley Chase.

Nisāʼ al-Muslimīn

li-Fāṭimah ʻAlīyah Khānum.

Netâicü'l-fünûn / li-Nev'î Efendi : manuscript, undated

Concise encyclopedia on twelve sciences: 1. history; 2. philosophy; 3. astronomy; 4. theology; 5. principles of law; 6. controverted points; 7. exegesis; 8. mysticism; 9. interpretation of dreams; 10. magic, charm, and medecine; 11. agriculture; 12. astrology and divination.

Characteristics of Expert Development in Rhythmic Gymnastics: A Retrospective Study

The development of expertise for two groups of rhythmic gymnasts was studied where a group of elite (Olympic) gymnasts was compared to a group of sub‐elite (International) gymnasts. Structured interviews were used to collect retrospective information about the gymnasts’ health, training resources, level and ranking, and hours spent in training activities. The gymnasts rated practice activities during the last period of their development (age 16 and older) with respect to their perceived physical effort, mental concentration, and fun. The Olympic gymnasts were involved in significantly fewer activities and sports throughout their development compared to the International gymnasts. All gymnasts reported engaging in five practice activities of warm‐up, ballet, technique training, routines, and conditioning in their rhythmic gymnastics training. Olympic gymnasts allocated substantially more time to the practice activities of ballet, technique, routines, and conditioning, compared to the International gymnasts. Olympic gymnasts also rated their health as lower than the International gymnasts. All gymnasts reported that the practice activities of technique and routine training required more physical effort and mental concentration than warm‐up, ballet, and conditioning. The Olympic gymnasts reported experiencing less fun in their participation overall. The findings of this study provide a comprehensive description of early activity involvement, training activities, training resources, and health and injury ratings of expert level rhythmic gymnasts and help to further the understanding of how to assess sport expertise development

Developmental Activities That Lead to Dropout and Investment in Sport

Background: Studies suggest that expert performance in sport is the result of long-term engagement in a highly specialized form of training termed deliberate practice. The relationship between accumulated deliberate practice and performance predicts that those who begin deliberate practice at a young age accumulate more practice hours over time and would, therefore, have a significant performance advantage. However, qualitative studies have shown that a large amount of sport-specific practice at a young age may lead to negative consequences, such as dropout, and is not necessarily the only path to expert performance in sport. Studies have yet to investigate the activity context, such as the amount of early sport participation, deliberate play and deliberate practice within which dropout occurs. Purpose: To determine whether the nature and amount of childhood-organized sport, deliberate play and deliberate practice participation influence athletes' subsequent decisions to drop out or invest in organized sport. It was hypothesized that young athletes who drop out will have sampled fewer sports, spent less time in deliberate play activities and spent more time in deliberate practice activities during childhood sport involvement. Participants: The parents of eight current, high-level, male, minor ice hockey players formed an active group. The parents of four high-level, male, minor ice hockey players who had recently withdrawn from competitive hockey formed a dropout group. Data collection: Parents completed a structured retrospective survey designed to assess their sons' involvement in organized sport, deliberate play and deliberate practice activities from ages 6 to 13. Data analysis: A complete data-set was available for ages 6 through 13, resulting in a longitudinal data-set spanning eight years. This eight-year range was divided into three levels of development corresponding to the players' progress through the youth ice hockey system. Level one encompassed ages 6–9, level two included ages 10–11 and level three covered ages 12–13. Descriptive statistics were used to report the ages at which the active and dropout players first engaged in select hockey activities. ANOVA with repeated measures across the three levels of development was used to compare the number of sports the active and dropout players were involved in outside of hockey, the number of hours spent in these sports, and involvement in various hockey-related activities. Findings: Results indicated that both the active and dropout players enjoyed a diverse and playful introduction to sport. Furthermore, the active and dropout players invested similar amounts of time in organized hockey games, organized hockey practices, specialized hockey training activities (e.g. hockey camps) and hockey play. However, analysis revealed that the dropout players began off-ice training at a younger age and invested significantly more hours/year in off-ice training at ages 12–13, indicating that engaging in off-ice training activities at a younger age may have negative implications for long-term ice hockey participation. Conclusion: These results are consistent with previous research that has found that early diversification does not hinder sport-specific skill development and it may, in fact, be preferable to early specialization. The active and dropout players differed in one important aspect of deliberate practice: off-ice training activities. The dropout players began off-ice training at a younger age, and participated in more off-ice training at ages 12 and 13 than their active counterparts. This indicates a form of early specialization and supports the postulate that early involvement in practice activities that are not enjoyable may ultimately undermine the intrinsic motivation to continue in sport. Youth sport programs should not focus on developing athletic fitness through intense and routine training, but rather on sport-specific practice, games and play activities that foster fun and enjoyment.

The Contribution of Structured Activity and Deliberate Play to the Development of Expert Perceptual and Decision-Making Skill

The developmental histories of 32 players in the Australian Football League (AFL), independently classified as either expert or less skilled in their perceptual and decision- making skills, were collected through a structured interview process and their year-on-year involvement in structured and deliberate play activities retrospectively determined. Despite being drawn from the same elite level of competition, the expert decision-makers differed from the less skilled in having accrued, during their developing years, more hours of experience in structured activities of all types, in structured activities in invasion-type sports, in invasion-type deliberate play, and in invasion activities from sports other than Australian football. Accumulated hours invested in invasion-type activities differentiated between the groups, suggesting that it is the amount of invasion-type activity that is experienced and not necessarily intent (skill development or fun) or specificity that facilitates the development of perceptual and decision-making expertise in this team sport.

Sensibilizar para a diversidade linguística e cultural no pré-escolar

Relatório de estágio apresentado para obtenção do grau de mestre na especialidade profissional de educação pré-escolar

From the initial interest in ‘Why do people often communicate in very "strange" ways on Social Media?’ to a research project on CMC

This presentation is about the inside story of the PhD project El malagueño real, mental y virtual. Configuración de los significados sociales de una variedad urbana in Hispanic Linguistics. That is, the production and perception of the Spanish spoken in the city of Malaga and used on the social network sites Facebook and Tuenti by users from Malaga is analysed. Actually, the southern Spanish variety in question is quite distinct from the national standard in terms of its phonetic features, its prestige, and the attitudes to it. Thus, the project started with the initial interest in «Why do people often communicate in very “strange” ways on social media» which then slightly changed to the final research interest in «What do the different non-standard variants mean in virtual (and real) malagueño?». This long – sometimes hazardous, yet mostly fun – process is exposed in more detail by looking at the research questions, the methods and results. Lastly, the presentation concludes with some lessons learnt and an outlook on possibilities and necessities for further investigation.

Changes in the vegetation and trade winds in equatorial Northwest Africa 140,000-70,000 yr B.P., as deduced from two marine pollen records

The deep-sea cores M 16415-2 and M 16416-2 at about 9°N off Sierra Leone were analysed palynologically for the time interval 140,000-70,000 yr B.P. Results were presented in absolute (pollen concentration and pollen influx) and relative diagrams (pollen percentage). In a previous study it was evidenced that in northwest Africa pollen is mainly transported to the Atlantic by wind, so that the efficiency of aeolian pollen transport (pollen flux) could be used to evaluate changes in the intensity of the northeast trade winds. The glacial episodes (represented by the oxygen isotope stages 6 and 4) are characterized by strong northeast trade winds, whereas the last interglacial (stage 5) is characterized by weak trade winds. The pollen influx diagram shows that the intensity of the trade winds increased slightly during the relatively cool intervals of stage 5 (viz. 5.4 and 5.2). Tropical forest had maximally expanded around 124,000 yr B.P. (stage 5.5), around 98,000 yr B.P. (transition of stage 5.3 to 5.2), and around 70,000 yr B.P. (first part of stage 4): an increasing delay of the response of tropical forest to global intervals with maximum temperature is apparent during the last interglacial. As tropical forests need continuous humidity, the record of tropical forest monitors changes in climatic humidity south of the Sahara. During the last interglacial, the southern boundary of the Sahara shifted only little: expansions and contractions of the tropical forest area are correlated with contra-oscillations of the grass-dominated savanna zone. Great latitudinal shifts of the desert savanna boundary, on the contrary, occurred during the penultimate glacial interglacial transition (around 128,000 yr B.P.) to the north, and during the last interglacial-glacial transition (around 65,000 yr B.P.) to the south.

Di ḳoḳeṭe damen : ḳomedye in fier aḳṭen miṭ a prolog.

Mode of access: Internet.

The two voices : a song /

For voice and piano.

A set of six songs ; A set of six ancient Spanish ballads ; A set of six songs [third set] /

Three sets of songs bound together : a set of six songs.

Continued-product algorithms for division, logarithm, exponential and square root in radix ten /

Typescript.