Professional Development and Training

The digital divide has acted as a catalyst for many technological educational projects. However, initial efforts involving the creation of more schools or supplying more technology have clearly been insufficient.
In fact, a second digital divide is occurring which reinforces the need to improve the quality of Education, taking into consideration its effects in the areas of citizenship and socio-economic development.
Understanding pedagogy is thus crucial to catapult the quality of Education.
It must be emphasised that the Theory of Human Capital is currently increasingly relevant in the universe of a (social) return on investment.
 
The pedagogical methodology of jp.ik is based on a comprehensive approach of the core aspects of integration of technology in Education Systems and is perfectly aligned with the UNESCO principles.
This structure - the ik Model understands the way in which transformations outside the system and macro-systemic transformations affect learning scenarios.
All the dimensions of the ik Model contribute to the structuring of the content of the ik-Learning Programme.
 
The pedagogical services of jp.ik are organised as follows:

 
  • Pedagogical Courses
Comprehensive approach with a view to the significant integration of technology in learning ecosystems and fully aligned with the social and cultural contexts in which the projects are implemented.
 
  • Modular Pedagogical Courses
Specific pedagogical courses that focus on specific aspects within the scope of integration of technology in educational projects.
The design of these courses considers technological immersion, pedagogical infusion and pedagogical innovation and transformation with the aim of meeting the specific needs of each course and respective target audience.
 
One of the resources of the ik pedagogical programme is the teaching platform of jp.ik, whose contents can be disseminated as follows: classroom-based learning, b-learning and e-learning. 
Through professional development and training, the aim of jp.ik is to bring together all students in the ik-learning Community through which state-of-the-art pedagogical practices are debated. At the end of each course a portfolio of pedagogical activities is created which is continually developed and shared with the entire community. In addition, this portfolio can be used as the starting point for future pedagogical courses.

Furthermore, a pedagogical report is produced based on the contributions and dynamics that aims to assist students in the transition from the learning environment to the real environment.
The results of the courses can be measured through the interaction of the individual with the technology in his/her professional day-to-day, taking into consideration the skills and responsibilities and main tasks of the different educational providers.

https://www.jpik.com/pt/page/formacao/

https://www.jpik.com/en/page/training/

https://www.jpik.com/es/page/formacion/