"Innovation is making the everyday extraordinary,
is to produce significant contributions to searches
not by themselves cease to be universal,
nor taken from other areas
longer relevant,
but requires
a say in the world. "
Gabriel García Márquez
We traveled a long journey for this degree in which we analyzed educational problems and challenges in relation to outstanding new social, economic and cultural
Also, in previous articles, I have made my views about the emergence of incorporating ICT into teaching and learning in innovative pedagogical approaches, as well as the challenges of the role of teachers today, how we crossed by new technologies and all the possibilities offered to build the knowledge with others (sometimes distant and others less so)
New scenarios, new challenges, new uncertainty "?
It's time to combine all of these issues identified and talk to "manage." We must focus our attention on how it would be "ideal" manage the integration of ICT in educational institutions.
Management involves making decisions, designing purposeful actions and people who take charge of their implementation, ie, moving in successive steps towards achieving desired. It is a dynamic and flexible process that provides an organizational framework to carry out the activities planned by the various stakeholders in a school in a period of time. What do we do and where to go? ... But as a team.
course I have a break, because it resonates in my memory of Begoña Gros phrase I wrote in one of my first blog entries: "the task of teaching and change, teachers often face alone. The teacher in the school can be innovative or not as willing or able ". [1]
Why does this happen?
Because in recent decades, have entered the multimedia equipment in schools (either through government programs, private organizations, cooperative shares, etc.) without, in most cases, these have been framed in the field of innovation, both models of institutional management and teaching practices.
As expressed Lugo and Valeria Teresa Kelly (2008) "The management of ICT in educational institutions is perhaps the biggest challenge which are the integration of ICT policies, even those countries that are more a decade of action in this area or have a budget to equip schools " . [2]
a result of this problem are varied functions that meet or have met ICT to access the schools.
Graells Pere Marqués (2000) [3] following Patiño José María Martín, Jesús Beltrán Pérez Llera and Light (2003) [4] considers three levels of integration of ICT:
- ICT Literacy and use as a productivity tool (learning "on" ICT) knowledge, practical and attitudes related to digital literacy (learning to use multiple computers and peripherals, using programs of general application and acquisition of good work habits with the media)
- Application of ICT within each subject with an informative function-transmissive interactive (learning "of" ICTs) For example: sources of documentation of the subject , specific software professional field concerned, teaching use of educational resources providing ICT to facilitate teaching and learning in each subject, etc.
- Use of ICT as a cognitive instrument and group interaction and collaboration (learning "with" ICT): using teaching methods and socio-constructivist learning that include the use ICT as a cognitive instrument for carrying out interdisciplinary and collaborative activities, support and expand the cognitive capacity of individuals.
Now, returning to the "ideal" of what should be an incorporation of ICT in educational institutions, it is necessary to note that there is no single valid way to manage incorporation of ICTs, and no two institutions alike: management decisions arising from the link between the proposals, desires, interests, and the eyes of institutional actors in the context of their schools.
Lugo María Teresa uses a metaphor that I consider appropriate to illustrate the topic. The author refers to changes in school and the exercise of baking a cake. "When we prepare a cake, and use yeast, we calculate the time, temperature, but we are sure there is always a chance ... share depends not only on a chemical formula. Depends largely on a judicious combination ... With the change in schools is the same. The challenge is to combine into action just all the elements, knowing that the end result is not equal to the sum of its parts ... " [5]
" What are the elements to combine in perspective?
The interests and experience of different actors in the institution (the management team, teachers, concerning ICT-if any-students, community), his commitment to the institutional project, the equipment and connectivity (location, maintenance and updating, configuring networks, internet service)
During the past fifteen years, there are many programs that have been implemented in Latin American countries and time in our country. And they have done with different purposes:
1. initiatives that specifically address the inclusion of ICT
2. initiatives that focus on other institutional issues but including the incorporation of ICT as a means to facilitate the resolution of these problems. As is the case and its consequent EIIP Pedagogical Strengthening Project schools
And here I get to the "real" ...
FOPIIE As trainer of my circuit comprises five schools (one from the north of Neuquén and four areas near the capital the province) of which involved some of their teachers and principals.
I could see schools built projects among all institutional actors, equipped with the equipment and an innovative attitude surprising. Schools that have not yet received the computers (and anxious for their arrival), worked on projects involving ICTs genuine and ideals. Schools in which their teachers showed interest, ability, commitment and had no response or support the management team, with which the institutional project drifted, though they continue to innovate in their classrooms every day ...
think we have a long way to go, lots to do and share, so much to learn ... I rescue all those who are able to embark on the adventure of new horizons. For those who want to challenge and change the times. And to those who have not yet tried to encourage and help them "bake cake" combining all and each of its elements.
Finally, I would like to share the production of one of the EIIP schools with which I had the joy of sharing juicy hours of learning. While ICT management is in progress (excellent progress) the video shows that when the desire of institutional actors are combined, the school becomes a place to learn where teachers, students and their families are all protagonists .
Production shown to the community in celebration of 101 years of Escuelita
[ 1] Begoña Gros (2004): "of how technology can not be integrated into the school unless the school change ..." . Days Spiral, Barcelona.
[2] Lugo, Maria Teresa and Kelly, Valeria (2008): " management ICT in schools: the challenge of managing innovation " in ICT: the classroom to the policy agenda. Papers of the International Workshop How ICTs transform schools. UNICEF, UNESCO IIEP. Buenos Aires.
[3] Marquès Graells, Pere (2000): Changes in schools: Building schools in the future. Department of Applied Education, Faculty of Education, UAB. Available at: http://dewey.uab.es/pmarques/perfiles.htm # changes # changes
[4 ] Beltran Llera, Jesus A. (2003): "From Pedagogy
[5] Lugo, M. Teresa (2002): "Schools in innovation. The cake baking challenge of change " in the school of the future. Aguerrondo, Inés. Education Papers Editores, Buenos Aires. Sign in:
http://books.google.com.ar/books?id=OuRm0P6Ln74C&printsec=frontcover
[6] In 2004, the Ministry of Education
