An effective initiation in good ICT practices that guarantee a teacher professional development focused on social inclusion policies is not only a necessity, it is already a reality. Specialize with TECH and contribute to change"

The present TECH program aims to specialize the pedagogical professional in the acquisition of the necessary competencies to develop in the pedagogical area oriented to the social inclusion of all through ICT, promoting equal opportunities. 

In this way, TECH has developed a curriculum structured in three modules that deal in depth with the technological communication tools that serve to implement inclusive social policies, boosting their digital skills and advocating the pedagogical use offered by social networks focused on this topic. 

Additionally, the student is given a solid foundation in the reasons for social exclusion and existing policies for inclusion, with special emphasis on the use of ICT in a diverse school, as a guarantee of the affirmation of social rights. 

All this will be reflected in the development of successful educational projects, so that the student will boost their pedagogical skills towards a sector that demands expert professionals, aware of the need for action at a global level, introducing both educational and social improvements. 

In addition, it is a 100% online Postgraduate diploma, so the students can study it comfortably where, when and how they want. A modality with which TECH advocates the student's personal and professional conciliation, in line with its maxim of offering an elite education for all. 

You will acquire the necessary digital skills and knowledge that are complemented by pedagogical and methodological competencies focused on social inclusion with guarantee" 

This Postgraduate diploma in Information Technologies Applied to Social Inclusion contains the most complete and up-to-date educational program on the market. The most important features include:

• Practical cases presented by experts in Pedagogy
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where self-assessment can be used to improve learning
• Its special emphasis on innovative methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

Learn critically about the theoretical and methodological bases that support socio-educational processes so that you can establish inclusive policies with success" 

The program’s teaching staff includes professionals from sector who contribute their work experience to this educational program, as well as renowned specialists from leading societies and prestigious universities. 

Its multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive education programmed to learn in real situations. 

The design of this program focuses on Problem-Based Learning, by means of which the professional must try to solve the different professional practice situations that are presented throughout the academic course. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts. 

Analyze and critically incorporate the most relevant issues of today's society that affect family and school education"

Be part of the change: it is in your hands to awaken the interest and sensitivity towards the socio-cultural reality, achieve it with a quality base, which this TECH program offers you"

The agenda of this program has been designed based on the requirements of ICT Applied to Social Inclusion, so that the pedagogical professional can successfully develop educational projects focused on this area. The student will achieve this by following a theoretical-practical path structured in three modules comprising quality content on information and communication technologies for education, the characteristics of social exclusion and policies for inclusion. In this way, it will delve into an essential sector that serves society to introduce improvements, focusing on those educational techniques that enhance the social inclusion of all. 

Get into the nature and origin of the main causes of social exclusion and inequalities in modern and contemporary societies with this program that TECH has prepared for you" 

Module 1. Information and Communication Technologies for Education 

1.1. ICT, Literacy and Digital Skills

1.1.1. Introduction and Objectives
1.1.2. The School in the Knowledge Society
1.1.3. ICT in the Teaching and Learning Process
1.1.4. Digital Literacy and Competencies
1.1.5. The Role of the Teacher in the Classroom
1.1.6. The Digital Competencies of the Teacher
1.1.7. Bibliographical References
1.1.8. Hardware in the Classroom: PDI, Tablets, and Smartphones
1.1.9. Internet as an Educational Resource: Web 2.0. and M-Learning
1.1.10. Teachers as Part of the Web 2.0: How to Build Their Digital Identity
1.1.11. Guidelines for the Creation of Teacher Profiles
1.1.12. Creating a Teacher Profile on Twitter
1.1.13. Bibliographical References

1.2. Creation of Pedagogical Content with ICT and its Possibilities in the Classroom

1.2.1. Introduction and Objectives
1.2.2. Conditions for Participatory Learning
1.2.3. The Role of the Student in the Classroom with ICTs: Prosumer
1.2.4. Content Creation in Web 2.0: Digital Tools
1.2.5. The Blog as a Classroom Pedagogical Resource
1.2.6. Guidelines for the Creation of an Educational Blog
1.2.7. Elements of the Blog to Make it an Educational Resource
1.2.8. Bibliographical References

1.3. Personal Learning Environments for Teachers

1.3.1. Introduction and Objectives
1.3.2. Teacher Training for the Integration of ICTs
1.3.3. Learning Communities
1.3.4. Definition of Personal Learning Environments
1.3.5. Educational Use of PLE and NLP
1.3.6. Design and Creation of our Classroom PLE 
1.3.7. Bibliographical References

1.4. Collaborative Learning and Content Curation

1.4.1. Introduction and Objectives
1.4.2. Collaborative Learning for the Efficient Introduction of ICT in the Classroom
1.4.3. Digital Tools for Collaborative Work
1.4.4. Content Curation
1.4.5. Content Curation as an Educational Practice in the Promotion of Students' Digital Competences
1.4.6. The Content Curator Teacher. Scoop.it 
1.4.7. Bibliographical References

1.5. Pedagogical Use of Social Networks. Safety in the Use of ICTs in the Classroom

1.5.1. Introduction and Objectives
1.5.2. Principle of Connected Learning
1.5.3. Social Networks: Tools for the Creation of Learning Communities
1.5.4. Communication On Social networks: Management of the New Communicative Codes
1.5.5. Types of Social Networks
1.5.6. How to use Social Networks in the Classroom: Content Creation
1.5.7. Development of Digital Competencies of Students and Teachers with the Integration of Social Media in the Classroom
1.5.8. Introduction and Objectives of Security in the Use of ICT in the Classroom
1.5.9. Digital Identity
1.5.10. Risks for Minors on the Internet
1.5.11. Education in Values with ICT: Service-Learning Methodology (ApS) with ICT resources
1.5.12. Platforms for Promoting Safety on the Internet
1.5.13. Internet safety as part of education: schools, families, students and teachers
1.5.14. Bibliographical References

1.6. Creation of Audiovisual Content with ICT tools. PBL and ICT

1.6.1. Introduction and Objectives
1.6.2. Bloom's Taxonomy and ICT 
1.6.3. The Educational Podcast as aTeaching Element
1.6.4. Audio Creation
1.6.5. The Image as an Educational Element
1.6.6. ICT Tools with Educational Use of Images
1.6.7. The Editing of Images with ICT: Tools for Editing
1.6.8. What Is PBL? 
1.6.9. Process of Working with PBL and ICT
1.6.10. Designing PBL with ICT
1.6.11. Educational Possibilities in Web 3.0.
1.6.12. Youtubers and Instagrmamers: Informal Learning in Digital Media
1.6.13. The Video Tutorial as a Pedagogical Resource in the Classroom
1.6.14. Platforms for the Dissemination of Audiovisual Materials
1.6.15. Guidelines for the Creation of an Educational Video
1.6.16. Bibliographical References

1.7. Regulations and Legislation Applicable to ICT

1.7.1. Introduction and Objectives
1.7.2. Data Protection Laws
1.7.3. Guide of Recommendations for the Privacy of Minors on the Internet
1.7.4. The Author's Rights: Copyright and Creative Commons
1.7.5. Use of Copyrighted Material
1.7.6. Bibliographical References

1.8. Gamification: Motivation and ICT in the Classroom

1.8.1. Introduction and Objectives
1.8.2. Gamification Enters the Classroom Through Virtual Learning Environments
1.8.3. Game-Based Learning (GBL)
1.8.4. Augmented Reality (AR) in the Classroom
1.8.5. Types of Augmented Reality and Classroom Experiences
1.8.6. QR Codes in the Classroom: Generation of Codes and Educational Application
1.8.7. Classroom Experiences
1.8.8. Bibliographical References

1.9. Media Competency in the Classroom with ICT

1.9.1. Introduction and Objectives
1.9.2. Promoting the Media Competence of Teachers
1.9.3. Mastering Communication for Motivating Teaching
1.9.4. Communicating Pedagogical Content with ICT
1.9.5. Importance of the Image as a Pedagogical Resource
1.9.6. Digital Presentations as an Educational Resource in the Classroom
1.9.7. Working in the Classroom with Images
1.9.8. Sharing Images on Web 2.0.
1.9.9. Bibliographical References

1.10. Assessment for Learning Through ICT

1.10.1. Introduction and Objectives
1.10.2. Assessment for Learning Through ICT
1.10.3. Evaluation Tools: Digital Portfolio and Rubrics 
1.10.4. Building an e-Portfolio with Google Sites
1.10.5. Generating Evaluation Rubrics
1.10.6. Design Evaluations and Self-Evaluations with Google Forms
1.10.7. Bibliographical References

Module 2. Social Exclusion and Policies for Inclusion

2.1. Basic Concepts of Equality and Diversity

2.1.1. Diversity and Equal Opportunities
2.1.2. Social Cohesion, Exclusion, Inequality and Education
2.1.3. Exclusion Processes in the Field of Formal and Non-Formal Education: Differential Aspects and Images of Diversity

2.2. Nature and Origin of the Main Causes of Social Exclusion and Inequalities in Modern and Contemporary Societies

2.2.1. Current Context of Social Exclusion
2.2.2. New Sociodemographic Reality
2.2.3. New Labor Reality
2.2.4. Crisis of the Welfare State
2.2.5. New Relational Forms and New Social Ties

2.3. Exclusion in Schools

2.3.1. Epistemological Preamble
2.3.2. Sociological References
2.3.3. Social Context that Generates Inequalities
2.3.4. Social Exclusion and Integration
2.3.5. Schooling and Educational Exclusion
2.3.6. Meritocracy and Democratization of Secondary Education
2.3.7. Neoliberal Discourse and the Effects of Power

2.4. Main Factors of School Failure

2.4.1. Definition of School failure
2.4.2. Causes of School failure
2.4.3. Difficulties Associated with Failure
2.4.4. Methods of Diagnosing School Failure

2.5. Inclusive School and Interculturality

2.5.1. Pluricultural Society and Intercultural Education
2.5.2. Inclusive Education as a Response
2.5.3. Democratic Coexistence in the Classroom
2.5.4. Methodological Proposals for Inclusive Education

2.6. Practical Approaches in Attention to Diversity

2.6.1. Inclusive Education in Spain
2.6.2. Inclusive Education in France
2.6.3. Inclusive Education in Latin America

2.7. Digital Exclusion in the Digital Information Society

2.7.1. ICTs and the Digital Divide
2.7.2. The Possibilities of ICTs for Labor Market Insertion
2.7.3. How to Improve the Contribution of ICTs to Social Inclusion

2.8. The Inclusion of ICT in the Diverse School

2.8.1. ICT as an Inclusive Resource
2.8.2. Teacher Training, ICT and Attention to Diversity
2.8.3. Adaptation of ICT to the Students' Needs

2.9. Social Exclusion and Pedagogical Innovation

2.9.1. Inclusion, a New Paradigm
2.9.2. The Denaturalization of School Failure
2.9.3. The Defence of Diversity
2.9.4. Questioning Homogeneity
2.9.5. Resignification of the Teacher's Role

2.10. Needs and Practices in Social Policies for Inclusion

2.10.1. Inclusion Policies as a Guarantee of the Affirmation of Rights
2.10.2. Anticipating Social Problems
2.10.3. Social Participation
2.10.4. Multilevel Articulation

Module 3. Design and Management of Educational Programs

3.1. Design and Management of Educational Programs

3.1.1. Stages and Tasks in the Design of Educational Programs
3.1.2. Types of Educational Programs
3.1.3. Evaluation of the Educational Program
3.1.4. Competency-Based Educational Program Model

3.2. Program Design in the Formal and Non-Formal Educational Sphere

3.2.1. Formal and Non-Formal Education
3.2.2. Formal Education Program Model
3.2.3. Non-Formal Education Program Model

3.3. Educational Programs and Information and Communication Technologies

3.3.1. Integration of ICTs in educational programs
3.3.2. Advantages of ICT in the Development of Educational Programs
3.3.3. Educational Practices and ICT

3.4. Educational Program Design and Bilingualism

3.4.1. Advantages of Bilingualism
3.4.2. Curricular Aspects for the Design of Educational Programs in Bilingualism
3.4.3. Examples of Educational Programs and Bilingualism

3.5. Pedagogical Design of Educational Guidance Programs

3.5.1. The Elaboration of Programs in Educational Guidance
3.5.2. Possible Contents of Educational Guidance Programs
3.5.3. Methodology for the Assessment of Educational Guidance Programs
3.5.4. Aspects to Take into Account in the Design

3.6. Educational Programs Design for Inclusive Education

3.6.1. Theoretical Fundamentals of Inclusive Education
3.6.2. Curricular Aspects for the Design of Inclusive Educational Programs
3.6.3. Examples of Inclusive Educational Programs

3.7. Management, Monitoring and Assessment of Educational Programs. Pedagogical Skills

3.7.1. Assessment as a Tool for Educational Improvement
3.7.2. Guidelines for the Assessment of Educational Programs
3.7.3. Techniques for the Assessment of Educational Programs
3.7.4. Pedagogical Skills for Assessment and Improvement

3.8. Strategies for Communication and Dissemination of Educational Programs

3.8.1. Didactic Communication Process
3.8.2. Teaching Communication Strategies
3.8.3. Dissemination of educational programs

3.9. Good Practice in the Design and Management of Educational Programs in Formal Education

3.9.1. Characterization of Good Teaching Practices
3.9.2. Influence of Good Practices on Program Design and Development
3.9.3. Pedagogical Leadership and Best Practices

3.10. Best Practices in the Design and Management of Educational Programs in Non-Formal Contexts

3.10.1. Good Teaching Practices in Non-Formal Contexts
3.10.2. Influence of Good Practices on Program Design and Development
3.10.3. Example of Good Educational Practices in Non-Formal Contexts

You will learn the theoretical foundations of inclusive education applied to ICT for the development of contextualized and excellent educational programs"