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Amor Perez Rodriguez
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PhD Mª Amor Pérez Rodríguez has a diploma in Teaching, a degree in Hispanic Philology from the University of Seville. She also has a PhD in Humanities from the University of Huelva. She has worked in teaching at different levels since 1986. Currently, she is a lecturer in the didactic area of Language and Literature in the Department of Spanish Philology and its Teachings, at the University of Huelva. She is a founder member of the Comunicar Group, an Andalusian collective centred on Education in the Media, as well as being assistant editor of the scientific Latin American journal Comunicar. Her research and published articles are based on the integration of the media and communication technologies into the school curriculum in general, and in Spanish Language and Literature in particular. She is interested in the potential of the media and communication technologies for use as resources, study content and new languages for communication. She has published several articles on this theme in journals as well as chapters in books, such as: Teaching Language and Literature with the Media for the Development of Communicative Skills, Let’s Listen, Speak, Read and Write with the Media – a proposal for the incorporation of the media in the language curriculum of secondary schools – and The New Languages of Communication. Teaching and Learning with the Media, in addition to numerous other chapters and articles in journals.



Author Articles


Empirical Research
The ICT Centre model in Andalusia (Spain). Results of a resolute educational policy
By J. Ignacio Aguaded, M. Fandos & M. Amor Pérez
Volume 7 - Issue 4
Dec 7, 2009 - 1:12:44 PM

This paper displays some of the results from research carried out in Andalusia (Spain) to evaluate the impact of the educational innovation policy developed by the regional government through widely introducing Information and Communication Technologies (ICT) in primary and secondary schools (ICT Centres). Specifically, the effect of the measures used to integrate ICTs on the educational administration and education centres is analysed. This integration is analysed not only at an institutional level, concerning the organization of the centres, but also regarding the classroom and thus its repercussions in teaching-learning processes.

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