1. IES PROFESOR JULIO PÉREZ
RIVAS-VACIAMADRID (SPAIN)
COMENIUS PROJECT

2. IES PROFESOR JULIO PÉREZ
RIVAS-VACIAMADRID (SPAIN)
COMENIUS PROJECT

3. COMENIUS PROJECT
DEBATES IN TEACHING DEPARTMENTS
AND CONCLUSIONS ON
“WHY WE ARE ON THE MOVE”

4. CONSIDERATIONS ON THE
SUITABILITY OF THE HIGH
SCHOOL BEING OPEN TO
NEW WAYS OF TEACHING
BASED ON THE USE OF NEW
TECHNOLOGIES

5. CONSIDERATIONS ON THE SUITABILITY
OF THE HIGH SCHOOL BEING OPEN TO
NEW WAYS OF TEACHING BASED ON THE
USE OF NEW TECHNOLOGIES
The necessity of using ICT in everyday
education can be defended in two ways:

6. CONSIDERATIONS ON THE SUITABILITY OF THE
HIGH SCHOOL BEING OPEN TO NEW WAYS OF
TEACHING BASED ON THE USE OF NEW
TECHNOLOGIES
firstly, because of its utility as a way to
facilitate communication with the student (e-
mail, etc.) and motivate the student (the
presence of more audio-visual sources, digital
blackboards, etc.), which allow access to
content and cultural aspects that weren’t
previously available or were too expensive
(through websites, blogs and virtual
classrooms) and that even make possible
distance teaching and evaluation (online
courses);

7. CONSIDERATIONS ON THE SUITABILITY OF THE
HIGH SCHOOL BEING OPEN TO NEW WAYS OF
TEACHING BASED ON THE USE OF NEW
TECHNOLOGIES
secondly, its use introduces, illustrates
and teaches the student to live in a
world in which technology is necessary
in almost every context (professional,
social, personal, etc.), as it was before
with reading and writing, etc.

8. CONSIDERATIONS ON THE SUITABILITY OF THE
HIGH SCHOOL BEING OPEN TO NEW WAYS OF
TEACHING BASED ON THE USE OF NEW
TECHNOLOGIES
However, we believe that there must be
clear that the backbone of the education
should be knowledge and
comprehensive training for students.
For this purpose, new technologies are
not an end but a means in itself.

9. CONSIDERATIONS ON THE SUITABILITY OF THE
HIGH SCHOOL BEING OPEN TO NEW WAYS OF
TEACHING BASED ON THE USE OF NEW
TECHNOLOGIES
In a secondary school or high school
the principle idea of using ICT—and it is
not always this way—should be the
utilization of ICT as a servant to our
educational purposes, avoiding that the
unquestioning fascination with
technology takes hold of us and
becomes an end in itself.

10. CONSIDERATIONS ON THE SUITABILITY OF THE
HIGH SCHOOL BEING OPEN TO NEW WAYS OF
TEACHING BASED ON THE USE OF NEW
TECHNOLOGIES
On the same line it is also our job to
orient students to the conscientious
control of these tools and promote the
reflection its advantages, its
disadvantages and its rational use.

11. CONSIDERATIONS ON THE SUITABILITY OF THE
HIGH SCHOOL BEING OPEN TO NEW WAYS OF
TEACHING BASED ON THE USE OF NEW
TECHNOLOGIES
In conclusion, the use of new technologies in
our teaching practice is a need and vital to
get:
Teachers and students updated
Syllabuses wholly integrated into our current society
and labor market needs
Our students motivated since we are using the same
language and communicative channels they usually
use in their own daily lives

12. HOW DO WE USE ICT TO
OBTAIN AND REINFORCE
THE IDEA THAT OUR
SECONDARY SCHOOL IS
OPEN TO THE
INCORPORATION OF THE
USE IN ITS TEACHING
PRACTICE?

13. HOW DO WE USE ICT TO OBTAIN AND REINFORCE
THE IDEA THAT OUR SECONDARY SCHOOL IS OPEN
TO THE INCORPORATION OF THE USE IN ITS
TEACHING PRATICE?
The best approach is to integrate ICT
into every single aspect and fields
dealing with education and training,
including administrative issues

14. HOW DO WE USE ICT TO OBTAIN AND REINFORCE
THE IDEA THAT OUR SECONDARY SCHOOL IS OPEN
TO THE INCORPORATION OF THE USE IN ITS
TEACHING PRATICE?
The best approach is to integrate ICT
into every single aspect and fields
dealing with education and training,
including administrative issues.

15. HOW DO WE USE ICT TO OBTAIN AND REINFORCE
THE IDEA THAT OUR SECONDARY SCHOOL IS OPEN
TO THE INCORPORATION OF THE USE IN ITS
TEACHING PRATICE?
Teachers of this high school mainly use ICT
as a complementary source to other methods of
teaching in and outside the classroom,
as a way of distributing materials (and sometimes as
a substitute of textbooks), and
as a way to follow the students’ work (for the
submitting of work and to control the activities),
in support of the work of the tutor and as an
additional tool for evaluation.

16. HOW DO WE USE ICT TO OBTAIN AND REINFORCE
THE IDEA THAT OUR SECONDARY SCHOOL IS OPEN
TO THE INCORPORATION OF THE USE IN ITS
TEACHING PRATICE?
In no way do we use ICT as an
alternative to other forms of work,
communication or more conventional
evaluation techniques, but always as a
way of complementing these.

17. TYPES OF STRATEGIES
Daily use in the classroom:
Google Earth,
youtube videos,
own themed blogs and other ones from
education professionals.
WIKIS
Incorporation into cooperative work.

18. TYPES OF STRATEGIES
Using email to send syllabus, schemes and
supplementary classes at the high school
level (at this level we have renounced the
textbook) item
Participation in training of new web tools
(dipity, prezi, ...)
Scientific pages from which we can see as
useful images and animations

19. TYPES OF STRATEGIES
Access to virtual laboratories from which
students can simulate some processes that
we are possible, due to the necessary
material available in our laboratory.
Using the website of the institute in which
hung work done by students.

20. TYPES OF STRATEGIES
Virtual classroom, where we hung notes and
web resources where students can review the
different animations we've seen in the
classroom. They also appear to have work to
do, directing support pages to perform the
work safely.
Interactive Whiteboards

21. TYPES OF STRATEGIES
Short scientific videos from youtube.
Social networks
Web pages
Collaborative suits (google drive)
Skype and sharing lessons
Projects made using multimedia

22. WHICH ARE THE MAIN
PROBLEMS ASSOCIATED
WITH THE USE OF ICT IN
THE CLASSROOM AND
THE ADMINISTRATION
OF OUR HIGH SCHOOL?

23. WHICH ARE THE MAIN PROBLEMS ASSOCIATED
WITH THE USE OF ICT IN THE CLASSROOM AND
THE ADMINISTRATION OF OUR HIGH SCHOOL?
ICT is helpful but also present some
problems, even risks.

24. WHICH ARE THE MAIN PROBLEMS ASSOCIATED
WITH THE USE OF ICT IN THE CLASSROOM AND
THE ADMINISTRATION OF OUR HIGH SCHOOL?
First of all, there are the problems with
the functioning of the tools themselves.
ICT is socially in constant evolution and
its updating—what gives it educational
value—requires resources and technical
capacity that the school doesn’t have.

25. WHICH ARE THE MAIN PROBLEMS ASSOCIATED
WITH THE USE OF ICT IN THE CLASSROOM AND
THE ADMINISTRATION OF OUR HIGH SCHOOL?
Frequently problems of obsolete
technological materials threaten the
planned activities in the classroom or
make the activities ineffective because
the materials are outdated. With respect
to this there is little that the teacher can
do about this.

26. WHICH ARE THE MAIN PROBLEMS ASSOCIATED
WITH THE USE OF ICT IN THE CLASSROOM AND
THE ADMINISTRATION OF OUR HIGH SCHOOL?
The wifi network does not always work
properly and the connection speed is
low in many occasions. There is a high
number of persons using internet
access, which slows usage.
There aren’t enough devices (laptops,
PC, software...)

27. WHICH ARE THE MAIN PROBLEMS ASSOCIATED
WITH THE USE OF ICT IN THE CLASSROOM AND
THE ADMINISTRATION OF OUR HIGH SCHOOL?
Another thought on the topic of ICT is one of
the effects that the implantation of the use of
ICT strategies can produce in our work as
teachers and in the results of students.
It has already been mentioned that we should
never forget that the use of technology should
always be supportive of our educational goals,
avoiding that the unquestioning fascination
with technology might take hold of us and
become an end in itself.

28. WHICH ARE THE MAIN PROBLEMS ASSOCIATED
WITH THE USE OF ICT IN THE CLASSROOM AND
THE ADMINISTRATION OF OUR HIGH SCHOOL?
We should realize that, by itself, ICT
usually produces collateral and negative
effects in some students, which starts
with a gap that can open between them
because of its major and minor
resources in domestic access to IT and
these technologies (laptops, internet
connection, etc.).

29. WHICH ARE THE MAIN PROBLEMS ASSOCIATED
WITH THE USE OF ICT IN THE CLASSROOM AND
THE ADMINISTRATION OF OUR HIGH SCHOOL?
Students are so used to handling social
networks, but most do not know access
to information sources, and critically
discern what are appropriate and which
are not.

30. WHICH ARE THE MAIN PROBLEMS ASSOCIATED
WITH THE USE OF ICT IN THE CLASSROOM AND
THE ADMINISTRATION OF OUR HIGH SCHOOL?
Other associated effects that usually
occur do to the use of technology by the
students are deficiencies in the domain
of their oral and written language,
problems with concentration in the
classroom and reading, less persistence
in the work, motivated by the habits of
the rythyms (accelerated) typical of
audio-visual, etc.

31. WHICH ARE THE MAIN PROBLEMS ASSOCIATED
WITH THE USE OF IT IN THE CLASSROOM AND THE
ADMINISTRATION OF OUR HIGH SCHOOL?
Teacher training is not enough or accurate.
We need more support from Administration
to participate in training courses.
Another problem is the dense schedule of all
teachers that prevents the coordinated use of
tics. It takes time and a lot of work to prepare
products for teaching and every time we have
more teaching hours and therefore less time
to prepare new teaching strategies in class
action.

32. HOW CAN THE
COMMUNICATION
BETWEEN DISTINCT
MEMBERS OF THE
EDUCATIONAL COMMUNITY
BE IMPROVED THROUGH
THE USE OF ICT?

33. HOW CAN THE COMMUNICATION BETWEEN
DISTINCT MEMBERS OF THE EDUCATIONAL
COMMUNITY BE IMPROVED THROUGH THE
USE OF ICT?
By using email and other systems of
communication.
E-mail and other systems of communication in
real time (the virtual classroom) streamline the
communication between members of the
school community, but their easy access can
be a double-edged sword because it can
overwhelm everyone.
Norms of use should be established (regarding
channels, times, messages); in one word:
rationalization of their use.

34. HOW CAN THE COMMUNICATION BETWEEN
DISTINCT MEMBERS OF THE EDUCATIONAL
COMMUNITY BE IMPROVED THROUGH THE
USE OF ICT?
We should have enough time to an
effective coordination.
Exchange of experiences and learning
courses truly useful electronic tools for
teaching