In the context of the speeding up the changes in education and the inevitable shock of the future, the passing from the forced technology to high technology requires new technologic education and mentality, we understand that the task of education and training based on ICT is that of substituting a part of the present structure with a new, probably superior, spectrum of performances, corresponding to the new educational paradigm. The recent Communication of the European Commission “Improving competences for the 21st century: a program for European cooperation in school subjects” insists upon the shifting of the accent in order to offer all the students those competences they need in life and on the improved necessity through a more individualised approach of the learning process and a more creative use of the evaluation. (http://ec.europa.eu/education/news/news492 en.htm)
Our communication proposes to systematise some considerations related to the implications of integrating ICT in high school education, from the perspective of a recent theory of learning: the triarchical theory of intelligence, in order to advance three viable solutions through which we support the role of ICT and the potential of the virtual environment of experimental learning to which teachers have to report themselves in a creative and flexible manner.
A recent analysis that we have attended as a trainers, lead us to the conclusion that teachers from the Romanian high school education prefer the technologic environment, especially for the activity of didactical planning, and, eventually, for evaluation. The Internet and the e-mail remain the most explored means of information and communication. As far as the educational software is concerned, we noticed certain inertness, this support not being very used in the didactical act.
Another conclusion of the analysis undertaken was that of proving the opportunities and the limits of interdisciplinarity (Romanian - ICT) to present the advantages of using WEB 2.0 tools of teaching – learning in high school education and to prove as well the way in which (self)(inter)evaluation of digital curriculum products/e-portfolios can be achieved.
The necessity of cultivating the technological humanism which refers to the realisation of equilibrium between the grounding and the rational-technical and scientific formation of the students and the release and cultivation of sensitivity and creativity, determined us to propose three solutions of experimental learning, articulated around two concepts: hands on approach and hands on science.
1. Projecting and implementing an interdisciplinary course at the level of classes of superior high school, through which we pursued the opportunities and limits of the WEB2.0 tools in teaching/learning and assessing the contents which refer to several curriculum areas (Language and communication and ICT) in order to realise transdisciplinary competences: optimisation of communication by using new informational technologies.(http://roinfocds.blogspot.com/)
2. The elaboration by the students capable of performances, of educational soft, which supposed the development of types of competences: linguistic, of communication, of using ICT and analytical.
3. On-line journalism – opportunities of developing key competences for the students capable of performance, within an interdisciplinary project proposed by us starts from the model of enrichment used in gifted education.