Francesc Pedrol
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Ponencia Francesc Pedrol mostrada en el Seminario Redes de Innovación. Realizado en Verano de 2009 (Santander)
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Francesc Pedrol
- 1. Los aprendices del nuevo milenio Francesc Pedró UIMP Santander, 20 de Julio de 2009
- 6. Hasta qué punto están vinculados a las tecnologías?
- 7. Hasta qué punto están vinculados a las tecnologías? devices owned by US higher education students. ECAR, 2008 Number of devices owned by US higher education students. ECAR, 2008
- 12. 1. El uso de la tecnología se vincula a un mejor rendimiento
- 13. 2. Pero no ocurre así con los usos escolares: umbral crítico?
- 14. 3. SES explica parte de la variancia
- 16. Algunos desafíos
- 17. Nuevos idiomas My smmr hols wr CWOT. B4, we used 2go2 NY 2C my bro, his GF & thr 3 : kids FTF. ILNY, it’s a gr8 plc. My summer holidays were a complete waste of time. Before, we used to go to New York to see my brother, his girlfriend and their three screaming kids face to face. y love New York. It’s a great place. Taken from: Daily Telegraph, Sun Mar 2, 2003, British Girl Bafflas Teacher with SMS Essay. Tenemos mucho material a cubrir, de modo que para ahorar tiempo hoy no usaré las vocales. cmncms, prfvr brr pr l pgn 122 .
- 18. Gourmets ICT
- 20. Web 2.0
- 22. Web 2.0 en la realidad
- 23. Tu madre y yo sabemos que te dedicas a bloguear por ahí. No sabemos qué es eso, pero no queremos que lo hagas más…
- 24. Seguridad
- 25. Género y uso de la tecnología Low educational ” Moderate” educational High educational High leisure Digi-wired Male dominated Digi-zapppers ” Moderate” leisure Digi-casuals Digi-sporadics Femalas + males Low leisure The Analogous Female dominated Digi-educationals
- 26. No hay un único perfil de alumno
- 27. Lo que importa de verdad está fuera de la escuela?
- 29. Están cambiando sus expectativas educativas? Percentage of disparitias between teachers perceptions and students’ self-perceptions. Average of 6 European countries, 2008
- 31. Common classroom activities 52% 29% 25% 22% 22% 17% 16% 16% 10% 10% 9% 8% 7% 7% 4% 3% Copy from the board or a book Listen to a teacher talking for a long time Have a class discussion Take notas while my teacher talks Work in small groups to solve a problem Have a drink of water when y need it Work on a computer Listen to background music Have some activitias that allow me to move around Create picturas or maps to help me remember Have a change of activity to help focus Q Which three of the following do you do most often in class? Spend time thinking quietly on my own Talk about my work with a teacher Learn things that relate to the real world Teach my classmatas about something Base: All pupils (2,417) Source: Ipsos MORI Have people from outside to help me learn Learn outside in my school’s grounds 33%
- 32. Most preferred ways to learn 55% 39% 35% 31% 21% 19% 16% 14% 12% 9% 9% 8% 5% 6% 3% 1% In groups By doing practical things With friends By using computers Alone From friends With your parents By practising By copying By thinking for yourself Other From others In which three of the following ways do you prefer to learn? From teachers By seeing things done In silence At a museum or library Base: All pupils (2,417) Source: Ipsos MORI
- 34. Cómo responden las instituciones?
- 35. Cómo responden las instituciones? Percentage of university teachers using different services. Australia, 2008
- 36. Cómo responden las instituciones? Teachers and pupils in compulsory education who have not used a computer in the classroom in the past 12 months (2006). Source : Empirica, 2007. Broadband in primary and secondary schools of OECD countries, 2006 or latest available year, in per cent. Source : National statistical office, Eurostat, US Department of Education (value for 2005).
- 39. Todos tenemos opiniones, pero hay que partir de las evidencias…
- 40. Muchas gracias! [email_address] www.oecd.org/edu/nml
Editor's Notes
- Students in higher education are heavy users of digital media , so in that respect they can be conceptualised as a generation of new millennium learners. However, there is a variety of student profilas when it comas to the intensity of attachment to technology or the variety of uses. All of them are already in higher education institutions and it would be inappropriate to develop policias considering just one of the different profiles. Students want technology to improve teaching and learning, not to change it radically. They value technology adoption in teaching and learning provided that it improvas convenience and productivity in academic and course work. Teachers’ perception of students’ expectations regarding learning tend to overestimate the degree of affection to course adoption of technology. In this respect that the image of the new millennium learners goas far beyond what the reality of today’s students’ expectations is. There are no indications that this will change in the short run. Teachers in higher education are far from being digital immigrants. The adoption of technology has contributed to transform academic work and, slowly than in other areas such as research, is clearly taking place in course instruction. It may well be that the actual use of technology in teaching in higher education clearly outperforms the equivalent in the schools sector in most OECD countries. And the gap in technology adoption between students and teachers in higher education is much more reduced than the equivalent in schools. Teachers often take incorrectly for granted that the familiarity of students with technology makas them automatically savvy in information and communication skills. This is evident as plagiarism is the most exacerbated indication of the lack of adequate education in this domain. Although higher education institutions can do a lot to educate for the 21 st century skills in the respect of the academic values, previous education counts probably more.