1. Los aprendices del nuevo milenio Francesc Pedró TVN Santiago, 27 de Octubre de 2009
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6. Hasta qué punto están vinculados a las tecnologías? Chile: 62% hogar
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
10. No hay un único perfil de alumno Low educational ” Moderate” educational High educational High leisure Digi-wired Male dominated Digi-zapppers ” Moderate” leisure Digi-casuals Digi-sporadics Females + males Low leisure The Analogous Female dominated Digi-educationals
21. Están cambiando sus expectativas educativas? Percentage of disparities between teachers perceptions and students’ self-perceptions. Average of 6 European countries, 2008
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23. 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%
24. 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
29. Cómo responden las escuelas? 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).
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.
