Juana María Sancho Gil

Promoting Digital Competence in Secondary Education: Are Schools There? Insights from a Case Study

RESUMEN En los últimos años, un gran número de sistemas educativos, siguiendo las recomendaciones de las organizaciones internacionales, han introducido un mayor énfasis en las competencias en currículos tradicionalmente basados en las materias curriculares. Este movimiento, más allá de lo que cualquier documento puede tratar, no parece encontrar su camino en la práctica escolar cotidiana con facilidad o con resultados instantáneos. Este trabajo explora encuentros y desencuentros entre la política y la práctica en relación con un marco curricular basado en competencias. Nos referimos en primer lugar a las nociones relativas al tratamiento de la información y la competencia digital, sostenidas por las organizaciones internacionales y de los Ministerios de Educación español y catalán, y a sus implicaciones para la enseñanza. A continuación, a partir de las evidencias recogidas, a través de las observaciones de clase, las entrevistas a estudiantes y profesores, y los documentos analizados en un estudio de caso, configuramos cuatro escenarios de enseñanza y aprendizaje en los que se utilizan regularmente las TIC. El desarrollo del tratamiento de la información y la competencia digital por parte de los estudiantes es una de las habilidades básicas previstas en el currículo; sin embargo, nuestro estudio muestra que el bagaje del profesorado, la cultura educativa y docente del centro y su organización deberían cambiar en profundidad para fomentar esta competencia.

Formación del profesorado en Tecnología Educativa: de cómo las realidades generan los mitos The formation of teachers in Educational Technology: how realities generate myths

En este articulo explicitamos, en primer lugar, nuestro posicionamiento en torno a la Tecnologia Educativa (TE) como ambito de estudio y aplicacion, desde una nocion que nos puede ayudar tanto a entender la dificultad de introducir cambios sustantivos en la educacion, como a situar el origen de algunos mitos sobre la formacion del profesorado. A continuacion explicitamos nuestras concepciones sobre el sentido de esta formacion. En segundo lugar se situan los objetivos del articulo y la metodologia utilizada para su desarrollo basada en evidencias recogidas en proyectos de investigacion y en nuestros procesos de analisis, reflexion y practica docente. En tercer lugar realizamos una aproximacion a la formacion inicial del profesorado de educacion infantil, primaria, secundaria y universitaria centrada en la nocion de TE que reciben. Como conclusion argumentamos que en la formacion inicial que recibe el profesorado en relacion a la TE se da una superposicion generalizada del concepto, con el de las Tecnologias de la Informacion y la Comunicacion, que no ofrece una vision de conjunto amplia e integrada de la accion educativa como un todo. Del mismo modo que permite vislumbrar la evolucion de algunos mitos sobre la formacion y la tecnologia.AbstractIn this paper we firstly explain our positioning regarding Educational Technology (ET) as a field of study and application, from a notion that can help us both understand the difficulty of introducing substantive changes in education, and place the origin of some myths about teachers’ professional development and technology. We then explain our views on the meaning of teacher training. Secondly, we locate the objectives of the paper and the methodology used for its development based on evidence gathered in research and in our processes of analysis, reflection and teaching practice. Thirdly, we make an approach to the initial professional development of nursery, primary, secondary and university teachers centred on the notion of the Educational Technology they receive. Finally, we argue that in the initial teacher training programmes there is widespread overlapping between the concept of ET and the Information and Communication Technology that does not offer a comprehensive and integrated vision of the educational action as a whole, just as it offers a glimpse of the evolution of some myths about teacher training and technology.

Looking for the “Right” Answers or Raising the “Right” Questions? A Dialogical Approach to Automating Instructional Design

This chapter presents some of the components that underlie the topic of this book. I have concentrated my attention on issues such as ideology and science in the planning of education; the ontological status of instructional design; the implications of automation in educational activities; and schools and teachers’ views on instructional design. In the final section, following the main line of argument developed in the chapter, I propose a few interrogations as an invitation to ask more questions and to propose appropriate research.

Investigar con y sobre los jóvenes colaborando y educando

Resumen es: Este articulo da cuenta de una investigacion colaborativa realizada con y sobre los jovenes. En este trabajo, cinco grupos de estudiantes de cuarto de Ed...This paper reports on collaborative research on and with young people. In this study five groups of students in the final year of their Compulsory Secondary Education (CSE) from five different schools developed five ethnographic studies about how they communicate, express themselves and learn inside and outside school, with the support and collaboration of teachers and members of our research group. The paper begins by discussing the dimensions of collaboration in education, taking into account the contribution of collaborative and cooperative learning, and the potential of digital resources, situating earlier influences and characterizing the work carried out. Then there is a description of the research carried out on and with the young people we invited to perform as investigators. The results focus on the description and conceptualization of the different types of collaboration that have emerged while carrying out the ethnographic studies in each of the schools using digital technologies. Finally, we discuss the implications and limitations of the work as a contribution to anyone interested in researching on and with young people, collaborating, educating and using digital resources.

Teaching and learning in the virtual campus: The case of the University of Barcelona

This article is based on a research project aimed at analysing the teaching and learning models explicit and implicit in the different uses of e-learning platforms. From qualitative analysis of the interview with the coordinator of the Virtual Campus of the University of Barcelona (VC-UB) and the focus group with the 8 lecturers, emerged both the explicit and implicit teaching models of the e-learning platform and the possibilities and limitations of its implementation. The descriptive analysis of quantitative data collected through an online questionnaire has enabled us to explore how teachers use the e-learning platform; the strategies implemented and the pedagogical added value. This research revealed that despite the UB’s careful selection of the e-learning platform, in which there is an underlying socioconstructivist perspective of learning, the evolution towards this conception of teaching and learning, which is neither uniform nor widely extended, is not due exclusively to the use of technology. In the teachers ability to make the most of technology in their teaching, membership or otherwise of teaching innovation groups has an important bearing; or their membership or otherwise of departments in which innovation is encouraged and valued and the creation of teaching teams promoted.