Innovacions tecnològiques a l’educació. S'acosta la tormenta perfecta?
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HI ha uns quants indicadors que mostren que s'acosta una tempesta que podria portar a una més gran densitat d'innovacions tecnològiques en educació. La sabrem aprofitar?
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Innovacions tecnològiques a l’educació. S'acosta la tormenta perfecta?
- 1. Innovacions tecnològiques a l’educació S’acosta la tempesta perfecta? ? cc: davedehetre - https://www.flickr.com/photos/22433418@N04 Francesc Pedró, UNESCO
- 2. La realitat és obstinada
- 3. L’evidència: escoles i docents UE (8è) 0 10 20 30 40 50 60 70 80 90 100 Computers per internet per 100 students Teacheers: lesson preparation preparación lecciones Teachers use in classroom (50% lessons or more) Teachers use in classroom (25% lessons or more) Not using as benefits are unclear 2006 2012 Font: ESSIE,2013
- 4. No és quant, sinó com De veritat?
- 5. Intensitat d’ús2,62 2,46 1,98 1,86 1,85 1,79 1,76 1,75 1,75 1,73 1,7 1,65 1,64 1,64 1,6 1,58 1,57 1,57 1,55 1,53 1,52 1,52 1,5 1,49 1,47 1,43 1,4 1,34 1 1,5 2 2,5 3 3,5 4 D enm arkN orw aySw edenBulgariaSlovakia LithuaniaLatviaEstoniaR om aniaC roatia Spain EUPortugalTurkeyPolandAustria C zech_R epFranceC yprus M altaBelgiumG reeceSlovenia Luxem bourgFinlandH ungaryIreland Italy Student's ICT based activities frequency during lessons at grade 11 in general education (mean scores; 2011-12) Approaching several times a month Approaching once a week Frequencyscale
- 6. ES PREPARA UNA TORMENTA cc: dsevilla - https://www.flickr.com/photos/49014237@N00
- 7. 1. LES EXPECTATIVES DE LES FAMÍLIES
- 8. Self-perception of the impact of technology at work Percentage of workers who reported the introduction of new process or technologies in their current workplace during the previous three years that affected their work Source: European Working Conditions Survey, 2010. See Tables A1.7a and A1.7b. Percent 20 10 0 10 20 30 40 50 60 Sweden Finland Denmark Norway UnitedKingdom Netherlands Malta Korea Estonia Ireland Latvia France Luxembourg Average Croatia CzechRepublic SlovakRepublic Belgium Germany Austria Portugal Slovenia Greece Italy Lithuania Montenegro Hungary Turkey Spain Bulgaria Macedonia Romania Albania Poland Low-skilled clerical High-skilled clerical Low-skilled manual High-skilled manual Total
- 9. • Top Skills Currently Needed in the Workplace Problem Solving Team-working Communications Critical Thinking Creativity Literacy Digital Literacy Leadership Foreign Language Emotional Intel. N/A 51% 33% 26% 21% 18% 15% 15% 14% 14% 7% 2%
- 10. 2. LES PRÀCTIQUES DELS ALUMNES cc: ticoneva - https://www.flickr.com/photos/14282435@N00
- 11. 0 20 40 60 80 100 Netherlands Iceland Norway Sweden Denmark Canada Australia Finland Korea Belgium Switzerland Germany Austria PortugalNew Zealand Spain OECD Czech Republic Italy Hungary Poland Slovak Republic Ireland Greece Chile Turkey Japan Percentage of students frequently using a computer: At home At school Font: OCDE, 2015 (PISA 2012)
- 12. L’evidència: alumnes UE (8è) 0 1 2 3 4 HOME for entertainment School HOMEwork HOME to play SCHOOL use Font: ESSIE,2013
- 13. 3. LA INDÚSTRIA DE LES APLICACIONS cc: Phil Aaronson - https://www.flickr.com/photos/23293319@N00
- 14. TOTS ESTAN EQUIPATS cc: adactio - https://www.flickr.com/photos/74105777@N00
- 15. 23% 58% Gr 6-8 Gr 9-12 0% 10% 20% 30% 40% 50% 60% 70% My Own Device What type of mobile devices do you use at school? (including: my own device, school laptop, school tablet, school Chromebook)
- 16. DE L’EQUIPAMENT A LA CONNECTIVITAT
- 17. Font: Foray y Raffo (2012). 0 0.1 0.2 0.3 0.4 0.5 0 50 100 150 200 250 300 350 400 450 500 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Número de patentes registradas (izq.) Porcentaje sobre el total de patentes (der.) Més patents TecEd
- 18. Un mercat amb molt potencial
- 20. 27% 23% 12% 8% 8% 8% 15% Most Active EdTech Segments Platforms and LMS Test Preparation Adult and Continuing Education B2B Edtech Products for schools EdTech Hardware Mobile Apps Others
- 21. o will “call the shots”? Social Programmatic Communities (Teachers,Learners,Parents) Software &platforms Comunitats vs. indústria?
- 22. JA HA COMENÇAT A PLOURE cc: martinak15 - https://www.flickr.com/photos/64636777@N03
- 23. Abandonar la transversalitat 1. Competències digitals cc: Tri Nguyen | P h o t o g r a p h y - http://www.flickr.com/photos/47615229@N06
- 24. Aprendre tot programant? cc: andresmh - https://www.flickr.com/photos/11868850@N00
- 25. des de la perspectiva docent 2. Millorar la productivitat cc: Jose Picardo - http://www.flickr.com/photos/25451516@N03
- 26. Micro-gestió cc: mortsan - https://www.flickr.com/photos/97522422@N00
- 27. Guanyar temps Regular communication with families Empowering families as stakeholders
- 28. cc: Vanguard Visions - https://www.flickr.com/photos/77018488@N03
- 29. La cooperació com a eina 23 million teachers and parents $60 million invested Private use 38 million teachers, parents and students, $10 million invested 46 million teachers, students, parents $88 million invested 400 million active users $58 million invested, $19 billion acquisition 100 million active users $648 million invested, $10 billion valuation 300 million active users $57 million invested, $1 billion acquisition Education
- 30. Macro-gestió cc: IntelFreePress - https://www.flickr.com/photos/54450095@N05
- 31. Big Data a tots els nivells
- 32. Digitalització de l'avaluació cc: Jordanhill School D&T Dept - https://www.flickr.com/photos/42042252@N02
- 33. Noves eines d’avaluació Dynamic rich feedbackPrescriptive feedback
- 34. Nous entorns d’avaluació Relevant and longitudinal, but discontinued Gaps detection Enriched portfolios
- 35. 3. Transformació de l'aprenentatge cc: ultraBobban - http://www.flickr.com/photos/8274291@N04
- 36. L’essència d’un nou model En Joan Pot trobar allò que necessita/demana
- 37. Nous vehicles de contingut Dins l'aula cc: BrentOzar - https://www.flickr.com/photos/56756426@N00
- 38. Projectes institucionals De l'aula al centre cc: giulia.forsythe - https://www.flickr.com/photos/59217476@N00
- 39. Innovació sistèmica Del centre al sistema cc: bitjungle - https://www.flickr.com/photos/54318649@N00
- 40. NAVEGAR LA TORMENTA cc: jasohill - https://www.flickr.com/photos/14665421@N00
- 41. Definir el problema ? Actors Agendes Polítiques Anàlisi ecosistema Recerca Experimentació Regulació Suport docents Aliances Inversió $
- 42. Respondre a necessitats realsPercentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas, (TALIS 2014) 0 5 10 15 20 25 30 35 Knowledge of the curriculum Knowledge of the subject field(s) School management and administration Pedagogical competencies Developing competencies for future work Teaching cross-curricular skills Student evaluation and assessment practice Student career guidance and counselling Approaches to individualised learning Teaching in a multicultural or multilingual setting Student behaviour and classroom management New technologies in the workplace ICT skills for teaching Teaching students with special needs Average
- 43. No és formació, sinó coaching
Notas del editor
- Screen 6 A strong trend, more so at the high school level where many students are more likely to already own a mobile device. This is data from the 2014 Speak UP survey of 431,000 U.S. students, recently released. Supported by surveys of individual schools and school districts from MDR’s EdNET Insight, and the NMC Horizons report. Big drivers are the move to digital materials, and strained school budgets. Challenges are network security and equity for students who don’t have devices or broadband access at home. Upshot: Design for laptop to smartphone, web, no matter who owns it or where it’s located.
- But how do we decide what approach to take? At the Gates Foundation, we use a rigorous process, to come up with an approach to such problems as vaccine delivery, family planning, or postsecondary education reform. As with most big initiatives, we work hard on the problem definition, and we conduct a thorough ecosystem analysis of the stakeholders, market environment, and policies. Then we always use research—existing research or investments in new research—to apply data to how we break down the problem. We engage deeply with ALL the stakeholders in the field - researchers, practitioners, consumers, and policy makers - to understand each perspective and look for potential partnerships. We choose partners who are already working on the problem, and learn what will incent them to do more. CLICK