![]() ![]() ![]() However, there are some questions that arise with older individuals. It also could permit seeking, managing, and comparing information. Knowledge or improving knowledge on any topic, within a formal or informal environment. This means having abilities and skills that through adequate training permit the acquisition of new Since lifelong learning includes cognition and skills, information literacy permits the solving of problems as well as effectively communicating and interacting with the environment. This work is a theoretical proposal to apply the strongest points from the Montessori methodology to improve information literacy through lifelong learning. The results of the study indicate that the existed ICT tools for the assessment of the cognitive abilities of the students with SLDM are more in number compared to the ICT tools for the assessment of the metacognitive abilities of these students which are more limited. These tools are designed for the assessment of either the cognitive or the metacognitive abilities of the students with SLDM and include computer based and mobile applications, serious games, smart-pens and educational software. It also aims to present ICT tools that are used worldwide in order to assess these abilities. It aims to present the cognitive and metacognitive deficits of these students along with the ways and methods that can improve the corresponding cognitive and metacognitive abilities and analyze the role of metacognition in mathematics education. This article is a literature review that analyses the cognitive and metacognitive abilities of the students with Specific Learning Disorder in Mathematics (SLDM). The results of this study also serve as empirical support for establishing four training dimensions that can be considered priorities for the construction and implementation of a teacher training model that contributes to the sustainable development of education. The results of the questionnaire showed that teachers perceive their digital competences as inert and not very effective for innovation compared with the subsistence of traditional pedagogical practices, to deal with unpredictable situations or to generate differentiated adaptations for an inclusive education. In this sense, the objective of this study carried out between May and September 2020 was to determine the perceptions of 427 teachers from 15 countries about their digital competences in working with m-learning in primary education using a Montessori approach. This forced change in teaching methods has consolidated the recognition that the digital skills of teachers are a relevant factor for the sustainability of education, both during the pandemic and in a future post-pandemic period or in other emergencies. The current international landscape shows that the most common alternative for the continuity of formative learning processes during the coronavirus pandemic has been the use the of e-learning to support children’s learning in environments outside of school. ![]()
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