The Education & Digital Association offers an authoring tool to enable teachers to create their own educational resources. Resources at the heart of the teaching profession? Who feed their thinking? The term “resource” is often implicit educational resources for teachers new york ny in the teaching activity, even though they are central at several levels:
How and to what resources do teachers have access?
This section focuses on the resources themselves, their availability and relevance for use in the classroom. These resources are those that teachers use and / or design to apply the prescribed curriculum in the classroom (for a more detailed approach to the concept of curriculum, such as “a process established to guide teaching and define desired learning “, The curriculum will not be considered here as a resource as such, but the program in its textual form educational resources for teachers new york ny (hereinafter simply called “program”) will be part of the institutional (or curricular) resources, just like a document. accompanying this program. It is a kind of first incarnation of the curriculum, which of course is not reduced to this single document.
What resources are we talking about?
Even if the resources for the teacher are variously classified in the research literature, a first division can be made between the so-called material resources (which include or not the numerical resources according to the researchers), the most used by the teachers; the so-called human resources , such as the professional knowledge of teachers, resulting from their training and professional experience. and the different collaborations between educational actors; and cultural resources , such as student prerequisites, school time, how to approach a discipline, and so on. Of printed resources (called sometimes textual, but that term can be confusing because of digital resources are textual), ranging from textbooks to the authentic texts studied languages or lab protocols in experimental sciences, or the articles of professional journals.
They are studied mainly through the report that teachers have with them; of digital resources , such as institutional or disciplinary websites, resource platforms, open educational resources (or open educational resources , OER), which are discussed prior differently by teachers, the study of which has historically focused more their influence on student learning rather than teaching practices; other material resources, which may be objects of daily life used for educational purposes or didactic objects (material for experiments, video documentary, etc.) constructed for specific learning purposes. Some researchers distinguish in these curriculum materials the basic program , which is close to what is generally understood by pedagogical resources and which concerns activities intended for pupils and teacher materials , which would be the documents of accompaniment, guides, teacher’s manuals, etc.