REPUBLICA BOLIVARIANA DE VENEZUELA

MINISTERIO DEL PODER POPULAR DE LA EDUCACIÓN SUPERIOR

UNIVERSIDAD DR. RAFAEL BELLOSO CHACÍN

DECANATO DE INVESTIGACION Y POSTGRADO

MAESTRIA EN CS DE LA EDUCACION, MENCION GERENCIA EDUCATIVA

ASIGNATURA: ESTRATEGIAS Y TECNOLOGIAS EN EDUCACION

EJERCICIOS UNIDAD III Y IV

Facilitador: Prof. Luis Romero

Participante: Mónica C. León.

C.I: V-7.121.921

Maracaibo, 25 de noviembre 2013

UNIDAD PÁGINA(S)

EJERCICIOS

33,4 17,8 28-13 415,16 1

Ejercicio 1. Observe la imagen y conteste las siguientes preguntas.

a. De acuerdo al título y la imagen, ¿cuál cree usted que será el tópico que está a punto de leer? Sobre un tiempo de relax

b. ¿De qué manera organiza usted su tiempo?Por orden de actividades en el tiempo.

c. c. Según su opinión, ¿cuán importante es tener una vida y tiempo organizados? Muy importante, para ser efectivo, saludable y exitoso.

Ejercicio 2: Lea el siguiente texto y complete las oraciones que se presentan a continuación.

Education encompasses both the teaching and learning of knowledge,proper conduct, and technical competency. It thus focuses on the cultivation of skills, trades or professions, as well as mental, moral & aesthetic development.

Formal education consists of systematic instruction, teaching and training by professional teachers. This consists of the application of pedagogy and the development of curricula. In a liberal education tradition, teachers draw on many different disciplines for their lessons, including psychology, philosophy, information technology, linguistics, biology, and sociology. Teachers in specialized professions such as astrophysics, law, or zoology may teach only in a narrow area, usually as professors at institutions of higher learning. There is much specialist instruction in fields of trade for those want specific skills, such as required to be a pilot, for example. Finally, there is an array of educational opportunity in the informal sphere- for this reason, society subsidizes institutions such as museums and libraries. Informal education also includes knowledge and skills learned and refined during the course of life, including educationthat comes from experience in practicing a profession

La educación abarca tanto la enseñanzacomo el aprendizaje de conocimientos, conducta apropiada, y la competencia técnica.

La educación formal consiste en instrucción sistemática, la enseñanza y la formación por profesores profesionales.

El entrenamiento consiste en la aplicación de la pedagogía y el desarrollo de los planes de estudio.

La educación informal incluye el conocimiento y las habilidades aprendidas y refinadas durante el curso de la vida, incluyendo la educación que viene de la experiencia en la práctica de una profesión.

Ejercicio 4. Lea el siguiente texto y complete los diagramas que se presentan a continuación

Education systems are established to provide education and training, in most cases for children and the young. A curriculum defines what students should know, understand and be able to do asthe result of education. A teaching profession delivers teaching which enables learning, and a system of polices, regulations, examinations, structures and funding enables teachers to teach to the best of their abilities. Sometimes education systems can be used to promote doctrines or ideals as well as knowledge, which isknown as social engineering. This can lead to political abuse of the system, particularly in totalitarian states and government. Education is a broad concept; it refers to all the experiences in which children can learn something. Instruction refers to the intentional facilitating of learning toward identified goals, delivered either by an instructor or other forms. Teaching refers to learning facilitated by a real live instructor. Training refersto learning toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately.

Training Educatio

Children Young

Doctrine ideals knowledg

All theexperiences

Children

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An Other

Ejercicio 1. Lee el texto. Recuerda que lo debes hacer de manera rápida. Contesta las siguientes preguntas

Believe it or not, you may be sabotaging your own efforts to take control of your time and life… one possibility is that you fear the “consequences” of a balanced life. In other words, your destructive habits might actually be serving a purpose in your life, and you fear letting them go because you might find yourself insituations that you don’t know how to handle! Let’s take a look at some possible “consequences” of effective time management and usage of time management techniques: 1) You would finally have time to pursue your dreams. .. Even though you want to pursue your dreams and you long for the day when they become your reality, you may also be frightened of the ways they would change your life. 2) Your relationships might become more intimate. Sometimes we use chaos and business to avoid confronting issues that are painful for us. It seems easier to keep avoiding the issue. 3) You would be able to hear your inner voice more clearly. .. If you get controlof your life, you may suddenly find yourself faced with the need to make decisions that would be uncomfortable and scary. 4) You would have more time to help others. Somewhere deep inside you might feel justified that you can’t possibly help others when yourown life is so out of control!

1. ¿Cuál es la idea general del texto?

En oportunidades podemos sabotear por miedo nuestros esfuerzos portener una vida balanceada.

2. ¿Qué palabras se repiten?

Tiempo, manejo, miedo, consecuencias.

3. ¿Que palabras se parecen al español?

Consequences, destructive, sabotaging, control, responsibility, voice, decisions.

4. ¿Cuales son las palabras en negrita, el titulo, subtitulo o gráficos que te ayudan a entender el texto?

“Consequences” of effective time management, balanced life, take control, management techniques.

5. ¿De qué trata el texto? Lee el primer párrafo y el último o la ultimas ideas del último párrafo. De cómo tomar control ante nuestro sabotaje. Una vida dispersa, caótica le permite permanecer en un estado de "víctima", por lo que no tiene que enfrentar el miedo de ser dueños de la forma en que su vida es ahora.

UNIDAD PÁGINA(S)

EJERCICIOS

43-5 2

9-11 2

Ejercicio 2. Lea los siguientes textos y extraiga las definicionesy los marcadores del discurso

a) Epistemology (from Greek επιστήμη - episteme, "knowledge" + λόγος, "logos") or theory of knowledge is a branch of philosophy concerned with the nature and scope of knowledge. [1] The term was introduced into English by the Scottish philosopher James Frederick Ferrier (1808-1864).[ Much of the debate in this field has focused on analyzing the nature of knowledge and how it relates to similar notions such as truth, belief, and justification. It also deals with the means of production of knowledge, as well as skepticism about different knowledge claims. In other words, epistemology primarily addressesthe following questions: "What is knowledge?", "How is knowledge acquired?", and "What do people know?”

questions: "What is knowledge?", "How is knowledge acquired?", and"What do people know?”

Epistemology:

(from Greek επιστήμη - episteme, "knowledge" + λόγος, "logos") or theory of knowledge is a branch of philosophy concerned with the nature and scope of knowledge. [1]

Marcadores de Discurso:

Is a, concerned, such as.

b) Interpersonal communication is defined by communication scholars in numerous ways, though most definitions involve participants who are interdependent on one another, have a shared history. Communication channels are the medium chosen to convey the message from sender to receiver. Communication channels can becategorized into two main categories: Direct and Indirect channelsof communication.

Interpersonal communication: ) Interpersonal communication is defined by communication scholars in numerous ways, though most definitions involve participants who are interdependent on one another, have a shared history.

Marcadores de Discurso:

is defined, involve.

c) Neuro-linguistic programming (usually shortened to NLP) is an interpersonal communication model and an alternative approach to psychotherapy that was co-created by Richard Bandler and linguist John Grinder in the 1970s. It was based on the subjective study oflanguage, communication and personal change, in particular, mainlythrough modeling three successful psychotherapists, Fritz Perls (gestalt therapy), Virginia Satir (family systems therapy), and eventually Milton H. Erickson (clinical hypnosis). Bandler and Grinder aimed to discover and model the successful patterns of

behavior and communication distinguishing these exceptional individuals from their peers. Some consider NLP to still be a set of techniques or strategies for enhancing communication and personal influence rather than a model or theory.

Neuro-linguistic programming:

Is an interpersonal communication model and an alternative approach to psychotherapy that was co-created by Richard Bandler and linguist John Grinder in the 1970s. It was based on the subjective study of language, communication and personal change inparticular, mainly through modeling three successful psychotherapists, Fritz Perls (gestalt therapy), Virginia Satir (family systems therapy), and eventually Milton H. Erickson (clinical hypnosis).

Marcadores de Discurso:

Is, It was based.

Ejercicio 2. Lea el siguiente texto y complete la tabla con los eventos que tuvieron lugar en los momentos señalados.

Human Resources School Beginning in the early 1950s, the human resources school represented a substantial progression from human relations. The behavioral approach did not always increase productivity. Thus, motivation and leadership techniques became a topic of great interest. The human resources school understands that employees are very creative and competent, and that much of their talent is largely untapped by their employers. Employees want meaningful work; they want to contribute; they want to participate in decision making and leadership functions. Integrating the Management Theories Systems theory and a contingency view can help integrate the theories of management. Appropriate managerial techniques can be applied as required by environmental conditions. A broad perspective is valuable to managers when overseeing one unit or the total integration of all subunits.

Systems Theory During the 1940s and World War II, systems analysis emerged. This viewpoint uses systems concepts and quantitative approaches from mathematics, statistics, engineering, and other related fields to solve problems. Managers find optimal solutions to management problems by using scientific analysis which is closely associated with the systems approach to management. A system is an interrelated and interdependent set of elements functioning as a whole. It is an open system that interacts with its environment. It is composed of inputs from the environment (material or human resources), transformation processes of inputs to finished goods (technological and managerial processes), outputs of those finished goods into the environment (products or services), and feedback (reactions from the environment). Subsystems are systems within a broader system. Interdependent subsystems (such as production, finance, and human resources) work toward synergy in an attempt to accomplish an organizational goal that could not otherwise be accomplished by a single subsystem. Systems develop synergy. This is a condition in which the combined and coordinatedactions of the parts of a system achieve more than all the parts could have achieved acting independently. Entropy is the process that leads to decline.

Contingency View

In the mid-1960s, the contingency view of management or situational approach emerged. This view emphasizes the fit betweenorganization processes and the characteristics of the situation. It calls for fitting the structure of the organization to various possible or chance events. It questions the use of universal management practices and advocates using traditional, behavioral, and systems viewpoints independently or in combination to deal with various circumstances. The contingency approach assumes that managerial behavior is dependent on a wide variety of elements. Thus, it provides a framework for integrating the knowledge of management thought.

Marcadores de discurso de tiempo Eventos

Beginning in the early 1950s The human resources school represented a substantial progression from human relations.

During the 1940s Systems analysis emerged

In the mid-1960s contingency view of management or situational approach emerged