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Social evolution, globalization, and advances in technology are making it increasingly necessary to offer complete and comprehensive teacher training. This training should produce citizens who are concerned about the planet and its future. These values are embedded in the Sustainable Development Goals (SDGs), the breadth of which allows them to be integrated into the secondary school curriculum for most subjects. To construct a complete teacher training model, the following have been considered: previous studies based on qualitative and quantitative methodologies (the Delphi method and questionnaires for ‘expert’ teachers), the teaching experience of the authors, the action research methodology, and validation by other teachers who use technologies and are concerned about sustainability issues. The result is a teacher training model that is in line with UNESCO’s sustainability competencies and based not only on technology, the scientific content of the subject to be taught, and didactics (pedagogy), but also on education in sustainability and the SDGs that need to be integrated. This approach is expected to produce changes in citizens’ attitudes that contribute to the achievement of the SDGs and lead to the teachers feeling positive about their teaching experiences. However, a systematic application of this approach in classrooms and an assessment of its learning results are still pending.
Miguel-Ángel Puertas-Aguilar; Javier Álvarez-Otero; María-Luisa de Lázaro-Torres. The Challenge of Teacher Training in the 2030 Agenda Framework Using Geotechnologies. Education Sciences 2021, 11, 381 .
AMA StyleMiguel-Ángel Puertas-Aguilar, Javier Álvarez-Otero, María-Luisa de Lázaro-Torres. The Challenge of Teacher Training in the 2030 Agenda Framework Using Geotechnologies. Education Sciences. 2021; 11 (8):381.
Chicago/Turabian StyleMiguel-Ángel Puertas-Aguilar; Javier Álvarez-Otero; María-Luisa de Lázaro-Torres. 2021. "The Challenge of Teacher Training in the 2030 Agenda Framework Using Geotechnologies." Education Sciences 11, no. 8: 381.
La creciente importancia de los datos como materia prima exige al docente prestar una mayor atención a los mismos. Los servicios y visores de las Infraestructuras de Datos Espaciales (IDE), mantenidos por los organismos públicos responsables de ellos, ofrecen una gran riqueza de datos geográficamente referenciados o geodatos, lo que constituye un excelente recurso docente. Esos datos son libres, abiertos, ofrecen la ventaja de su calidad, interoperabilidad, transparencia, reutilización, facilidad de acceso y actualización, a veces en tiempo real, y con ellos, el estudiante puede alcanzar una comprensión del territorio más precisa. Se ha valorado la utilidad de su empleo a través de la técnica Delphi. Con ella, se ha reunido una gran riqueza de información aportada por expertos en IDE y usuarios (investigadores, técnicos y docentes), cuyo análisis ha permitido concluir que, a pesar del interés de los datos existentes en las IDE para la comprensión del territorio, existen barreras todavía que frenan su empleo, principalmente derivadas de su complejidad.
Javier Álvarez Otero; María Luisa De Lázaro Y Torres; Javier Álvarez-Otero. Las infraestructuras de datos espaciales: un reto y una oportunidad en la docencia de la Geografía. Boletín de la Asociación de Geógrafos Españoles 2019, 1 .
AMA StyleJavier Álvarez Otero, María Luisa De Lázaro Y Torres, Javier Álvarez-Otero. Las infraestructuras de datos espaciales: un reto y una oportunidad en la docencia de la Geografía. Boletín de la Asociación de Geógrafos Españoles. 2019; (82):1.
Chicago/Turabian StyleJavier Álvarez Otero; María Luisa De Lázaro Y Torres; Javier Álvarez-Otero. 2019. "Las infraestructuras de datos espaciales: un reto y una oportunidad en la docencia de la Geografía." Boletín de la Asociación de Geógrafos Españoles , no. 82: 1.
Education in Sustainable Development Goals is a basic step in attaining its objectives, and, therefore, it has been undertaken by broad sectors of the teaching community. Nevertheless, the “sustainability curriculum” derived from the Sustainable Development Goals, in this case based on the data of the Spatial Data Infrastructures, in spite of its teaching and research potential, is something with which the teaching body is not yet familiar. The results of the fieldwork carried out (questionnaires and Delphi technique) prove this to be the case. For this reason, in order to educate geographically in reflection and collaboration with the aims of the Sustainable Development Goals, the viewing, in a GIS on the Cloud (WebGIS) of indicators of interest is proposed for the Sustainable Development Goals taken from the Spatial Data Infrastructures within the framework of the TPACK (Technological Pedagogical Content Knowledge) model. To facilitate all these learning objectives, a proposal for good practices in the classrooms of secondary schools and another proposal for university lectures have been designed, and the results applied and analyzed. These examples demonstrate empirically that, with adequate pedagogical tools, an education in geography for global understanding by integrating Sustainable Development Goals and Spatial Data Infrastructures can be achieved, which is what the TPACK model pursues.
Javier Álvarez-Otero; María Luisa De Lázaro Y Torres. Education in Sustainable Development Goals Using the Spatial Data Infrastructures and the TPACK Model. Education Sciences 2018, 8, 171 .
AMA StyleJavier Álvarez-Otero, María Luisa De Lázaro Y Torres. Education in Sustainable Development Goals Using the Spatial Data Infrastructures and the TPACK Model. Education Sciences. 2018; 8 (4):171.
Chicago/Turabian StyleJavier Álvarez-Otero; María Luisa De Lázaro Y Torres. 2018. "Education in Sustainable Development Goals Using the Spatial Data Infrastructures and the TPACK Model." Education Sciences 8, no. 4: 171.
María Luisa De Lázaro Y Torres; Javier Álvarez Otero; María Jesús González González. Aprender Geografía de España empleando SignA. Congresos - GeoAlicante 2015 - Libro de Actas 2016, 27 -39.
AMA StyleMaría Luisa De Lázaro Y Torres, Javier Álvarez Otero, María Jesús González González. Aprender Geografía de España empleando SignA. Congresos - GeoAlicante 2015 - Libro de Actas. 2016; ():27-39.
Chicago/Turabian StyleMaría Luisa De Lázaro Y Torres; Javier Álvarez Otero; María Jesús González González. 2016. "Aprender Geografía de España empleando SignA." Congresos - GeoAlicante 2015 - Libro de Actas , no. : 27-39.