Entrepreneurship, ICT and communication are becoming embedded in policy and economic across Europe and they are essential skills for each professionals or citizens with a dynamic mindsets. The discovery of the importance and the role that today digital skills takes in every aspect of social and individual activities such as life, the society today’s knowledge has started an important process that should lead to the diffusion of conscious use of ICT in every context.
Many are, in fact, the actions related to the current regulatory landscape and scenarios that are pushing in that direction. In this complex process is proposed as a more urgent attention on the training of digital skills of teachers and educators because ICT be included by design in didactic and training of innovative nature. Starting from the consideration of longest established university teaching experience and more recent studies and research projects are here advanced work hypothesis to offer educational courses specifically aimed at the training of digital skills in education and teaching.
Education and in particular the central role that teachers play in this process has an essential role in the development of such mindsets . For many education systems this represents a fundamental shift away from traditional approaches. It requires nothing less than a sea change in the approach to education, emphasising active learning and the provision of new experiences for students outside of the classroom.
Teachers are in the middle of these changes. They need to be equipped with the right skills, knowledge and attitudes to be able to provide their students with the new curricula, pedagogies and learning environments that they will need if they are to acquire entrepreneurial competencies. How should teachers be educated? What developments need to happen in initial teacher education and continuing professional development? What types of support will teachers need in the schools in which they teach?
Teachers have a central role, as they have a strong impact of the attainment of learners. Reflective teachers keep their practice under constant review and adjust it in the light of desired learning outcomes and of the individual needs of students. As a key competence, entrepreneurship does not necessarily involve a specific school subject. Rather, it requires a way of teaching in which experiential learning and project work have a main role.
Teachers do not provide students with the answers, but help them to research and identify right questions and find the best answers. To inspire their pupils and students, and to help them develop an enterprising attitude, teachers need a wide range of competences related to creativity and entrepreneurship; they require a school environment where creativity and risk-taking are encouraged, and mistakes are valued as a learning opportunity.
Objectives and learning outputs
The main objective of the course is to prepare the participants to professionally lead an entrepreneurship teaching in a high or vocational school. By the end of the course participants will have a substantial understanding of tools for facilitating entrepreneurial skills among their students. They will get teaching guidelines for teaching core entrepreneurial competencies, including business modelling, design thinking, business planning. The course gives to the participants the possibility to get to know important tools used in the nowadays educational process. The course will help enhance the awareness of how important are communication skills to all categories of listeners, and have the chance to practice them through examples . The course will also give participants a detailed overview of how a public presentation should be done and how digital tools should be as support.
Moreover this course will help participants to understand the meaning and use of the Internet for education , will help them understand very useful tools applied to individual activities and discover the powerful open-source digital techniques companies as Google and Microsoft offers.
Many are, in fact, the actions related to the current regulatory landscape and scenarios that are pushing in that direction. In this complex process is proposed as a more urgent attention on the training of digital skills of teachers and educators because ICT be included by design in didactic and training of innovative nature. Starting from the consideration of longest established university teaching experience and more recent studies and research projects are here advanced work hypothesis to offer educational courses specifically aimed at the training of digital skills in education and teaching.
Education and in particular the central role that teachers play in this process has an essential role in the development of such mindsets . For many education systems this represents a fundamental shift away from traditional approaches. It requires nothing less than a sea change in the approach to education, emphasising active learning and the provision of new experiences for students outside of the classroom.
Teachers are in the middle of these changes. They need to be equipped with the right skills, knowledge and attitudes to be able to provide their students with the new curricula, pedagogies and learning environments that they will need if they are to acquire entrepreneurial competencies. How should teachers be educated? What developments need to happen in initial teacher education and continuing professional development? What types of support will teachers need in the schools in which they teach?
Teachers have a central role, as they have a strong impact of the attainment of learners. Reflective teachers keep their practice under constant review and adjust it in the light of desired learning outcomes and of the individual needs of students. As a key competence, entrepreneurship does not necessarily involve a specific school subject. Rather, it requires a way of teaching in which experiential learning and project work have a main role.
Teachers do not provide students with the answers, but help them to research and identify right questions and find the best answers. To inspire their pupils and students, and to help them develop an enterprising attitude, teachers need a wide range of competences related to creativity and entrepreneurship; they require a school environment where creativity and risk-taking are encouraged, and mistakes are valued as a learning opportunity.
Objectives and learning outputs
The main objective of the course is to prepare the participants to professionally lead an entrepreneurship teaching in a high or vocational school. By the end of the course participants will have a substantial understanding of tools for facilitating entrepreneurial skills among their students. They will get teaching guidelines for teaching core entrepreneurial competencies, including business modelling, design thinking, business planning. The course gives to the participants the possibility to get to know important tools used in the nowadays educational process. The course will help enhance the awareness of how important are communication skills to all categories of listeners, and have the chance to practice them through examples . The course will also give participants a detailed overview of how a public presentation should be done and how digital tools should be as support.
Moreover this course will help participants to understand the meaning and use of the Internet for education , will help them understand very useful tools applied to individual activities and discover the powerful open-source digital techniques companies as Google and Microsoft offers.
The educational programme will be re-organised accordingly to the professional needs of our partners. All courses proposed will pass through an accurate assesment of needs, goals and learning outputs. This process will be enhanced before every partnership request as the daily schedule.
20/24/28/40 hours
Course location: Infol - Innovation Training Orientation and Employment
Site: Via Ferruccio Zambonini 26, Rome
Number of days of training: 5/6/7/10
Lesson time: 4 hours
Language of instruction: English , French, Turkish, Italian, Spanish,Bulgarian, Romanian.
Participation fee:send mail to infol@csinfol.it
Methodology
The course will combine theory input and discussion with analysis of practical incidents with the purpose of finding out different possible solutions. The methodology used is mainly content-based language instruction (communication through specific content).Text discussion, oral presentation and discussion, role-playing, self- and meta-reflection, debating and group interaction will be the strategies more frequently used.
Course location: Infol - Innovation Training Orientation and Employment
Site: Via Ferruccio Zambonini 26, Rome
Number of days of training: 5/6/7/10
Lesson time: 4 hours
Language of instruction: English , French, Turkish, Italian, Spanish,Bulgarian, Romanian.
Participation fee:send mail to infol@csinfol.it
Methodology
The course will combine theory input and discussion with analysis of practical incidents with the purpose of finding out different possible solutions. The methodology used is mainly content-based language instruction (communication through specific content).Text discussion, oral presentation and discussion, role-playing, self- and meta-reflection, debating and group interaction will be the strategies more frequently used.
- Active methodologies
- Role playing
- Simulations
- New technologies
- Visits/workshops in educational institutions as schools, universities, educational centers, and companies
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Certificates
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Calendar of training sessions
*Accordingly to your needs, in order to asses your request of new specific training sessions please contact us at infol@csinfol.it
Infol- Innovazione Formazione Orientamento e Lavoro
Roma, via Ferruccio Zambonini 26
mail: infol@csinfol.it
website: www.csinfol.it
Ecas-PIC : 946896638
Roma, via Ferruccio Zambonini 26
mail: infol@csinfol.it
website: www.csinfol.it
Ecas-PIC : 946896638
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Roma, VIA FERRUCCIO ZAMBONINI, 26 CF : 97718460583 infol@csinfol.it |
