Garantiza un desarrollo profesional docente encaminado a gestión de fuentes digitales para uso didáctico y una comunicación en redes digitales con fines pedagógicos óptima gracias titulándote en este Postgraduate certificate”

La teleformación o e-learning, hace referencia a las acciones relacionadas con la capacitación que se realiza por internet, no estando sujeta a presencialidad ni formatos físicos como la escuela tradicional. Se trata de una modalidad de aprendizaje que mejora la calidad de enseñanza y la adquisición de conocimiento, puesto que repercute en mayor rendimiento, adecuado al ritmo de vida de la sociedad actual. 

En este sentido, TECH ha elaborado el presente Postgraduate certificate en Teletrainers, comprendiendo un temario elaborado por expertos en la materia con la intención de otorgar al alumno las herramientas necesarias para desarrollar las distintas competencias que requiere dicha especialización.  

Se trata de una orientación profesional específica para la que el alumno necesita dominar el entorno digital con destreza, por lo que el programa profundiza en las tecnologías de la información y la comunicación para la educación, adquiriendo competencias y conocimientos digitales necesarios que complementen con las competencias pedagógicas y metodológicas adecuadas al contexto digital actual. 

Se trata de un Postgraduate certificate minuciosamente elaborado por expertos del sector, cuyo contenido impulsará al alumno hacia la consecución de objetivos, aplicando las TIC como herramienta educativa. Asimismo, comprende un módulo enfocado al diseño y la gestión de programas educativos, de manera que el alumno conozca los distintos niveles de planificación posibles, adquiriendo las habilidades que le permitirán llevar a cabo programas educativos de éxito telemático. 

Además, este Postgraduate certificate es 100% online, lo que permite al alumno de TECH poder compaginar su vida personal y laboral con el estudio, ya que solo es necesario contar con un dispositivo electrónico con internet para acceder al contenido cuando, como y donde quiera. 

Serás capaz de crear materiales didácticos virtuales utilizando herramientas digitales que fomenten el aprendizaje y la seguridad en el entorno digital para el correcto uso de las TIC en el aula”

Este Postgraduate certificate en Teletrainers contiene el programa universitario más completo y actualizado del mercado. Sus características más destacadas son:

• El desarrollo de casos prácticos presentados por expertos
• Los contenidos gráficos, esquemáticos y eminentemente prácticos con los que está concebido recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• Su especial hincapié en metodologías innovadoras
• Las lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• La disponibilidad de acceso a los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

Aprende a gestionar y crear una identidad digital acorde al contexto, siendo consciente de la importancia del rastro digital y de las posibilidades que las TIC ofrecen al mundo de la teleformación”

El programa incluye, en su cuadro docente, a profesionales del sector que vierten en esta capacitación la experiencia de su trabajo, además de reconocidos especialistas de sociedades de referencia y universidades de prestigio.  

Su contenido multimedia, elaborado con la última tecnología educativa, permitirá a los profesionales un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará una capacitación inmersiva programada para entrenarse ante situaciones reales.  

El diseño de este programa se centra en el Aprendizaje Basado en Problemas, mediante el cual los profesionales deberán tratar de resolver las distintas situaciones de práctica profesional que se les planteen a lo largo del programa académico. Para ello, contarán con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos.   

Con este programa lograrás generar y aplicar las TIC correctamente, implementando herramientas educativas virtuales de forma satisfactoria"

Amplía tus conocimientos sobre teleformación cuándo, dónde y cómo quieras cursando este programa 100% online"

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"