Juana Ma. Sancho

Digital Technologies and Educational Change

Among all the forces that can bring about positive and deliberate educational change, one of the most strongly and persistently advocated is new technology. Technology has been hailed as the savior of educational change many times in the past. Television, video, language laboratories, audio-recorded reading programs, and pocket calculators have all been proposed as ways to move learning from the teacher to the learner – and all have fallen short of initial expectations.

MASCULINIDADE HEGEMÔNICA, ESPORTES E ATIVIDADE FÍSICA

This article explores the reconstruction about the learning of masculinity(ies) with a group of young people, focusing on the role that sport and physical activity have in the constitution-regulation of their bodies. The experiences of the boys interviewed in this research give us a perspective about the multiple contradictions, complexities and negotiations of masculine identities in relation to dominant discourses on gender and sexuality that are linked to sport.

Developing Autobiographical Accounts as a Starting Point in Research

Teaching and research are an academics two main responsibilities. The performance of these two roles (teacher and researcher) can be clearly separated or noticeably interwoven in a continuous reflective process that shares and interchanges positionalities and references. Research projects, in the context of the quality research group ESBRINA — contemporary subjectivities and learning environments (2009SGR 0503) — are usually started by making explicit the groups personal viewpoints regarding the topic they are scrutinising. As a result, different autobiographical accounts have been developed which provide complex and in-depth explanations of the process of constructing the research topics and relationships that are delved into. This article starts by offering a context for the research groups epistemological frame and argues for the need to conduct autobiographical accounts as a research strategy. This approach is illustrated by looking into the narratives recently written for two research, development and innovation projects. The first one was aimed at understanding how novice teachers are learning to become teachers under post-Fordist working conditions, and the second endeavoured to explore how teenagers are learning from multiple literacies inside and outside of school. The article concludes by pointing out the European dimension of the research and the lessons learnt regarding the dilemmas on writing autobiographical accounts as part of a research process. (http://www.cecace.org/), coordinator of Innovative University Teaching Group — Indaga-t (http://fint.doe.d5.ub.es/indagat-web/), and a member of REUNI+D — University Network for Educational Research and Innovation (EDU2010-12194-E) (http://reunid.eu). He has extensive experience in promoting research policy at an institutional level, advising research programmes and projects, and assessing and managing research projects. He co-directs the book series ‘Repensar la educatión [Rethinking education]’ and directs the book series ‘Intersecciones [Intersections]’ both published by Octaedro. He has published a large number of books and articles both nationally and internationally. His research focuses on emerging subjectivities, visual culture and educational innovation and improvement.

Evolving Landscapes for Education

Education is one of the most changing and sensitive landscapes of today’s society. Anything that has an impact on any part of society (the economy, work, technology or culture, etc.) has an influence on education in the short, medium or long term. This paper first deals with how processes of change and no change in society are having fundamental consequences for education. In acknowledgement of the importance of ICT in teaching and learning processes it then argues that the real challenge of education today lies in our understanding of the nature of knowledge and its modes or production, the need to evolve from a disciplinary to a cross-disciplinary approach to the curriculum and students’ experience, and the way we approach people’s learning processes, including both emotional and biographical issues.

Análisis de la interacción ambiental en el aula: una investigación en el parvulario

ResumenEn la perspectiva metodologica de la Psicologia Ecologica y en su consideracion de la clase como unidad ambiental, el presente articulo hace referenda a una investigacion sobre los diferentes modos de ocupacion/interaccion de dos grupos de parvulario con caracteristicas diferenaadas (procedencia social y cultural, ubicacion del edificio, actitud pedagogica…) con los equipamientos que conforman en entorno-clase.La ocupacion viene definida por (a) el numero de desplazamientos que realiza cada alumno, (b) los objetos a los que se dirige y (c) la significacion que va unida a cada desplazamiento.Las conclusiones derivadas de los resultados obtenidos evidencian diferencias entre los dos grupos en relacion (1) con el modo de organizacion de la clase en funcion de la actitud pedagogica del profesor (2) con el papel que adquiere la maestra por la referencia del 45% de las interacciones que se originan en cada grupo.