Guarantee a professional teaching development aimed at the management of digital sources for teaching use and an optimal communication in digital networks for pedagogical purposes thanks to this Postgraduate certificate" 

Teletraining or e-learning, refers to the actions related to training that is carried out over the Internet, not being subject to attendance or physical formats like traditional schooling. This is a learning modality that improves the quality of teaching and the acquisition of knowledge, since it results in higher performance, appropriate to the pace of life of today's society.

In this sense, TECH has developed this Postgraduate certificate in Teletrainers, comprising a syllabus prepared by experts in the field with the intention of providing students with the necessary tools to develop the various skills required for this specialization.

It is a specific professional orientation for which the student needs to master the digital environment with skill, so the program delves into the information and communication technologies for education, acquiring skills and digital knowledge necessary to complement the pedagogical and methodological skills appropriate to the current digital context.

It is a Postgraduate certificate carefully prepared by experts in the sector, whose content will drive the student towards the achievement of objectives, applying ICT as an educational tool. It also includes a module focused on the design and management of educational programs, so that the student learns about the different possible planning levels, acquiring the skills that will allow them to carry out successful telematic educational programs.

In addition, this Postgraduate certificate is 100% online, which allows TECH students to balance their personal and professional life with their studies, since it is only necessary to have an electronic device with an Internet connection to access the content when, how and where they want.

You will be able to create online teaching materials using digital tools that promote learning and safety in the digital environment for the correct use of ICT in the classroom" 

This Postgraduate certificate in Teletrainers contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of practical case studies presented by experts
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where the self-assessment process can be carried out to improve learning
• Its special emphasis on innovative methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

Learn to manage and create a digital identity according to the context, being aware of the importance of the digital trail and the possibilities that ICT offer to the world of e-learning” 

The program includes, in its teaching staff, professionals from the sector who bring to this program the experience of their work, in addition to   specialists from prestigious reference societies and universities.  

Its multimedia content, developed with the latest educational technology, will allow professionals to learn in professionals a situated and contextual learning, i.e., a simulated environment that will provide immersive education programmed to prepare in real situations.  

The design of this program focuses on Problem-Based Learning, by means of which professionals must try to solve the different professional practice situations that are presented to them throughout the academic year. For this purpose, the student will be assisted by an innovative interactive video system created by renowned and experienced experts.      

With this program you will be able to generate and apply ICT correctly, implementing online educational tools in a satisfactory way"

Expand your knowledge of e-learning when, where and how you want by taking this 100% online program"

The content of this Postgraduate certificate in Teletrainers has been structured according to the knowledge that professionals oriented to this function must master. In this way, two modules have been structured with up-to-date content of the highest quality, focused on telematic teaching, delving into information and communication technologies for education and how to design and manage an educational program.  In this way, students specialize at a online level, betting on the reality of the sector in a safe and successful way, boosting their academic and professional career online to the present day.

Teletraining is here to stay. Specialize in a field of the future with experts in the sector by taking this program"

Module 1. Information and Communication Technologies for Education

1.1. ICT, Literacy, and Digital Skills

1.1.1. Introduction and Objectives
1.1.2. The School in the Knowledge Society
1.1.3. ICT in the Teaching and Learning Process
1.1.4. Digital Literacy and Competencies 
1.1.5. The Role of the Teacher in the Classroom 
1.1.6. The Digital Competencies of the Teacher 
1.1.7. Bibliographical References
1.1.8. Hardware in the Classroom: Interactive Whiteboards, Tablets, and Smartphones
1.1.9. Internet as an Educational Resource: Web 2.0 and  M-Learning 
1.1.10. Teachers as Part of the Web 2.0: How to Build Their Digital Identity 
1.1.11. Guidelines for the Creation of Teacher Profiles 
1.1.12. Creating a Teacher Profile on Twitter 
1.1.13. Bibliographical References 

1.2. Creation of Pedagogical Content with ICT and its Possibilities in the Classroom 

1.2.1. Introduction and Objectives 
1.2.2. Conditions for Participatory Learning 
1.2.3. The Role of the Student in the Classroom with ICTs: Prosumer 
1.2.4. Content Creation in Web 2.0: Digital Tools
1.2.5. The Blog as a Classroom Pedagogical Resource
1.2.6. Guidelines for the Creation of an Educational Blog
1.2.7. Elements of the Blog to Make it an Educational Resource 
1.2.8. Bibliographical References 

1.3. Personal Learning Environments for Teachers 

1.3.1. Introduction and Objectives 
1.3.2. Teacher Training for the Integration of ICTs 
1.3.3. Learning Communities
1.3.4. Definition of Personal Learning Environments
1.3.5. Educational Use of PLE and NLP
1.3.6. Design and Creation of our Classroom PLE 
1.3.7. Bibliographical References 

1.4. Collaborative Learning and Content Curation

1.4.1. Introduction and Objectives 
1.4.2. Collaborative Learning for the Efficient Introduction of ICT in the Classroom
1.4.3. Digital Tools for Collaborative Work
1.4.4. Content Curation 
1.4.5. Content Curation as an Educational Practice in the Promotion of Students' Digital Competences
1.4.6. The Content Curator Teacher. Scoop.it 
1.4.7. Bibliographical References

1.5. Pedagogical Use of Social Networks. Safety in the Use of ICTs in the Classroom

1.5.1. Introduction and Objectives
1.5.2. Principle of Connected Learning 
1.5.3. Social Networks: Tools for the Creation of Learning Communities
1.5.4. Communication On Social networks: Management of the New Communicative Codes 
1.5.5. Types of Social Networks 
1.5.6. How to use Social Networks in the Classroom: Content Creation 
1.5.7. Development of Digital Competencies of Students and Teachers with the Integration of Social Media in the Classroom
1.5.8. Introduction and Objectives of Security in the Use of ICT in the Classroom
1.5.9. Digital Identity 
1.5.10. Risks for Minors on the Internet
1.5.11. Education in Values with ICT: Service-Learning Methodology (ApS) with ICT resources
1.5.12. Platforms for Promoting Safety on the Internet
1.5.13. Internet Safety as Part of Education: Centers, Families, Students, and Teachers and Objectives of the Safety in the Use of ICTs in the Classroom 
1.5.14. Bibliographical References 

1.6. Creation of Audiovisual Content with ICT tools. PBL and ICT

1.6.1. Introduction and Objectives 
1.6.2. Bloom's Taxonomy and ICT 
1.6.3. The Educational Podcast as an Educational Element
1.6.4. Audio Creation 
1.6.5. The Image as an Educational Element
1.6.6. ICT Tools with Educational Use of Images
1.6.7. The Editing of Images with ICT: Tools for Editing
1.6.8. What Is PBL? 
1.6.9. Process of Working with PBL and ICT
1.6.10. Designing PBL with ICT
1.6.11. Educational Possibilities in Web 3.0
1.6.12. Youtubers and Instagrmamers: Informal Learning in Digital Media
1.6.13. The Video Tutorial as a Pedagogical Resource in the Classroom
1.6.14. Platforms for the Dissemination of Audiovisual Materials
1.6.15. Guidelines for the Creation of an Educational Video
1.6.16. Bibliographical References

1.7. Regulations and Legislation Applicable to ICT 

1.7.1. Introduction and Objectives
1.7.2. Data Protection Laws 
1.7.3. Guide of Recommendations for the Privacy of Minors on the Internet
1.7.4. The Author's Rights: Copyright and Creative Commons
1.7.5. Use of Copyrighted Material
1.7.6. Bibliographical References

1.8. Gamification: Motivation and ICT in the Classroom

1.8.1. Introduction and Objectives
1.8.2. Gamification Enters the Classroom Through Virtual Learning Environments
1.8.3. Game-Based Learning (GBL)
1.8.4. Augmented Reality (AR) in the Classroom
1.8.5. Types of Augmented Reality and Classroom Experiences
1.8.6. QR Codes in the Classroom: Generation of Codes and Educational Application
1.8.7. Classroom Experiences 
1.8.8. Bibliographical References 

1.9. Media Competency in the Classroom with ICT

1.9.1. Introduction and Objectives
1.9.2. Promoting the Media Competence of Teachers
1.9.3. Mastering Communication for Motivating Teaching
1.9.4. Communicating Pedagogical Content with ICT 
1.9.5. Importance of the Image as a Pedagogical Resource 
1.9.6. Digital Presentations as an Educational Resource in the Classroom
1.9.7. Working in the Classroom with Images
1.9.8. Sharing Images on Web 2.0
1.9.9. Bibliographical References

1.10. Assessment for Learning Through ICT

1.10.1. Introduction and Objectives
1.10.2. Assessment for Learning Through ICT
1.10.3. Evaluation Tools: Digital Portfolio and Rubrics 
1.10.4. Building an e-Portfolio with Google Sites
1.10.5. Generating Evaluation Rubrics
1.10.6. Design Evaluations and Self-Evaluations with Google Forms
1.10.7. Bibliographical References

Module 2. Design and Management of Educational Programs

2.1. Design and Management of Education Programs

2.1.1. Stages and Tasks in the Design of Education Programs
2.1.2. Types of Education Programs
2.1.3. Evaluation of the Education Program
2.1.4. Competency-Based Educational Program Model

2.2. Program Design in the Formal and Non-Formal Educational Field

2.2.1. Formal and Non-Formal Education
2.2.2. Formal Education Program Model
2.2.3. Non-Formal Education Program Model

2.3. Education Programs and Information and Communication Technologies

2.3.1. Integration of ICT in Education Programs
2.3.2. Advantages of ICT in the Development of Education Programs
2.3.3. Educational Practices and ICT

2.4. Educational Program Design and Bilingualism

2.4.1. Advantages of Bilingualism
2.4.2. Curricular Aspects for the Design of Education Programs in Bilingualism
2.4.3. Examples of Educational and Bilingual Programs

2.5. Pedagogical Design of Educational Guidance Programs

2.5.1. The Elaboration of Programs in Educational Guidance
2.5.2. Possible Contents of Educational Guidance Programs
2.5.3. Methodology for the Assessment of Educational Guidance Programs
2.5.4. Aspects to Take into Account in the Design

2.6. Education Programs Design for Inclusive Education

2.6.1. Theoretical Fundamentals of Inclusive Education
2.6.2. Curricular Aspects for the Design of Inclusive Education Programs
2.6.3. Examples of Inclusive Education Programs

2.7. Management, Monitoring and Assessment of Education Programs. Pedagogical Skills

2.7.1. Assessment as a Tool for Educational Improvement
2.7.2. Guidelines for the Assessment of Education Programs
2.7.3. Techniques for the Assessment of Education Programs
2.7.4. Pedagogical Skills for Assessment and Improvement

2.8. Strategies for Communication and Dissemination of Education Programs

2.8.1. Didactic Communication Process
2.8.2. Teaching Communication Strategies
2.8.3. Dissemination of Education Programs

2.9. Good Practice in the Design and Management of Education Programs in Formal Education

2.9.1. Characterization of Good Teaching Practices
2.9.2. Influence of Good Practices on Program Design and Development
2.9.3. Pedagogical Leadership and Best Practices

2.10. Best Practices in the Design and Management of Education Programs in Non-Formal Contexts

2.10.1. Good Teaching Practices in Non-Formal Contexts
2.10.2. Influence of Good Practices on Program Design and Development
2.10.3. Example of Good Educational Practices in Non-Formal Contexts

Delve into the pedagogical use of social media and bet on confidence in the use of ICT in the classroom with the keys that this TECH Postgraduate certificate gives you"