To understand social change and educational problems that emerge from the Society of Information (SI), developed this article intends to analyze and discuss some basic ideas from the text "How the technology fails to integrate into the school unless you change ... the school. " Begoña Gros 2004, Spiral Sessions, Barcelona.
On the way to achieving a more appropriate education to the current SI, in which there is a real appropriation of technology, there are key elements that can not escape reflection.
On the way to achieving a more appropriate education to the current SI, in which there is a real appropriation of technology, there are key elements that can not escape reflection.
loop through all the information from its early formulation in the nineteenth century, its final consecration in scientific face of cybernetics and systems theory and its extension through the millions of companies (post-industrial informational, etc..) which updated the utopia of communication, culminating in government projects "Information Society."
projects, as expressed Mattelart, "appear to us as provide more democracy, greater prosperity ... It is important to understand that the notion of information society that has become popular refers to a specific project that benefits the majority, but is built precisely on the myth that will benefit the vast majority. "
He concludes ... " If there is some truth in the notion of information society is increasingly interstices of everyday life and institutional levels are penetrated by information technology and, therefore, that each will become more sectors will be forced to think about it, or to join, either to raise the issue of choice. " [1]
projects, as expressed Mattelart, "appear to us as provide more democracy, greater prosperity ... It is important to understand that the notion of information society that has become popular refers to a specific project that benefits the majority, but is built precisely on the myth that will benefit the vast majority. "
He concludes ... " If there is some truth in the notion of information society is increasingly interstices of everyday life and institutional levels are penetrated by information technology and, therefore, that each will become more sectors will be forced to think about it, or to join, either to raise the issue of choice. " [1]
Against this informational mode of development [2] determining changes that affect all social systems, the school appears as an institution of special attention because their organizational structures and management "have remained substantially unchanged over time." While
during S. XX evolutionary psychology and pedagogy have focused their research on teaching models are closer to the reality social, and yet in many respects, "the school acts in the opposite direction to the current development of society." (Begoña Gros)
What is the role of Information Technology and Communication (ICT) in this scenario?
In principle, only makes sense to talk of technology to the extent that we can open the type of society, man and education they imply, and certainly not determined by the ICTs. Therefore we should think from the technologies, and not for or against them.
Already in the first decades of S. XX appeared as Dewey and Freinet teachers proposing learning through different kinds of activities rather than through the established curriculum, and opposed authoritarian methods. Freinet
defined educational framework is based on cooperation between students and teachers when preparing work plans, the use of audiovisual and chips self-evaluations, and creating a textbook that would monitor the progress of the student.
some time has increased the importance of being whole individuals, with knowledge and skills broad and deep, capable of learning to learn and believe the need to continually increase their knowledge level. And also, has long been incorporated into the schools the use of ICT (depending, of course, the geographical locations and economic situations in which they enroll)
Already in the first decades of S. XX appeared as Dewey and Freinet teachers proposing learning through different kinds of activities rather than through the established curriculum, and opposed authoritarian methods. Freinet
defined educational framework is based on cooperation between students and teachers when preparing work plans, the use of audiovisual and chips self-evaluations, and creating a textbook that would monitor the progress of the student.
some time has increased the importance of being whole individuals, with knowledge and skills broad and deep, capable of learning to learn and believe the need to continually increase their knowledge level. And also, has long been incorporated into the schools the use of ICT (depending, of course, the geographical locations and economic situations in which they enroll)
But to make ICT Overcome traditional technologies should promote a process of reflection, understanding and critical analysis of students, whether on the contrary, serve the function of transmitting information already developed and involve the issuance of repetitive responses from students, is in the presence of a technology upgrade only according to the pressure social incorporation of the latest developments.
In this case, the use of technology will serve pedagogical methods more "traditional" knowledge transmission.
And this is the situation that has lived mostly within the educational institutions of our country.
In this case, the use of technology will serve pedagogical methods more "traditional" knowledge transmission.
And this is the situation that has lived mostly within the educational institutions of our country.
What about the teachers of the digital generation?
Discuss the role of teachers in this context, imagine the situation of educational spaces, learning environments in the future, as stated, can not be apart from the other human elements that interact with (culture, society, technology) can not be ignored that the development of the entertainment industry or communications, cultural changes, technical advances, politics, economics, among others, affect the use of ICT have on education.
In this age of speed, tension and change, the role of teachers is strongly pressed by the presence of communication flows, social demands, institutional malaise and some fluctuations in front of the disparity between the culture that has formed and culture in which they must carry out their profession.
And the problem is that "The task of teaching and change, teachers often face alone. The teacher in the school can be innovative or not as willing or able ". (Begoña Gros)
In this age of speed, tension and change, the role of teachers is strongly pressed by the presence of communication flows, social demands, institutional malaise and some fluctuations in front of the disparity between the culture that has formed and culture in which they must carry out their profession.
And the problem is that "The task of teaching and change, teachers often face alone. The teacher in the school can be innovative or not as willing or able ". (Begoña Gros)
While beginning to be interesting experiences in the pedagogical use of ICT and the results are encouraging to try, to seek new challenges, it is also true that not all teachers and institutions of which they part, have the best conditions to pursue these innovations.
could list the lack of connection to the network, the deterioration of computers, lack of institutional projects and, more extent, the lack (in most provinces) of educational policies that involve making the school so that finally stops being a confined space, or simply authoritarian, boring and ineffective.
could list the lack of connection to the network, the deterioration of computers, lack of institutional projects and, more extent, the lack (in most provinces) of educational policies that involve making the school so that finally stops being a confined space, or simply authoritarian, boring and ineffective.
There is challenge, opportunity, risk, the need ...
And above all, understand that in the Information Society which we all belong, the teacher is irreplaceable ...
"If these are the goals of the past, to transmit information and knowledge is likely that the teacher can be replaced by new technologies. To transmit information, any computer collects more information than all of us. If it comes to pass information is likely to be secondary teachers. But if it comes from teaching to learning, the teacher is irreplaceable. It takes the model, you need the guide, you need someone to teach the trade, showing the operations, to guide, to indicate that East. In that sense, the professionalisation appears as a fundamental requirement in the process of educational transformation. "
take advantage of these educational potential offered by ICTs us, constitutes a major challenge for those who are interested in re-imagine new ways of teaching and learning.
take advantage of these educational potential offered by ICTs us, constitutes a major challenge for those who are interested in re-imagine new ways of teaching and learning.
