Author: Matthew Lynch

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La Tecnología solo debe usarse para mejorar el prceso de enseñanza y aprendizaje, no para reemplazarlo

Matthew Lynch

POR: Matthew Lynch 

Es tan fácil ser deslumbrado por edtech. Cuando la mayoría de las partes interesadas en la educación de hoy en día eran estudiantes, el epítome de la alta tecnología eran las cintas VHS, por lo que no es de extrañar que la realidad virtual, las aplicaciones y las redes sociales parezcan una vista sorprendente.

Desafortunadamente, este sentido de admiración por las posibilidades tecnológicas puede llevar a una evaluación crítica muy pequeña del rol de edtech. Si bien algunos han imaginado un mundo sin profesores humanos, los datos de investigación sobre cursos abiertos masivos en línea (MOOC) y escuelas charter virtuales han demostrado que los estudiantes en esos entornos de alta tecnología ni siquiera están a la par de sus compañeros en las aulas tradicionales.

Por supuesto, dados los ahorros de costos sustanciales que se pueden encontrar al reemplazar a los maestros humanos con edtech, hay voces fuertes que claman por la adopción de estas plataformas. Pero, dado lo que muestran los datos de la investigación, esto parece constituir un enorme perjuicio, a menudo para los estudiantes que más necesitan maestros de primer nivel.

Tal vez haya un momento en que la IA haga un mejor trabajo que los instructores humanos, pero ese día no ha llegado. Ni siquiera está en el horizonte. Más bien, los maestros serán los guías y entrenadores del proceso educativo durante mucho tiempo. Lo que no quiere decir que edtech no pueda ayudarles a hacer mejor su trabajo. Pero el modelo para el futuro previsible debe ser uno que vea al maestro humano como el agente central, ayudado por la tecnología, en lugar de poner el edtech en el asiento del conductor y permitir que el maestro funcione simplemente como un conserje y una niñera.

Pero esa no es una visión que producirá los mejores resultados de aprendizaje. Más bien, los maestros deberán ser tratados como profesionales que examinan, organizan y planifican qué productos de Edtech usar, y cómo usarlos, de la manera más beneficiosa para cada estudiante.

Pero la tentación de reemplazar el trabajo humano con edtech no se limita al lado de enseñanza de la ecuación. También es cierto para los estudiantes. El aprendizaje tiene que suceder, no toda la información puede ser buscada en Google. Por ejemplo, ha habido quienes han argumentado que la ortografía no debe enseñarse: ¿cuál es el punto en la edad de la revisión ortográfica? Sin embargo, aquellos que estudian lectura han sabido durante años que la instrucción de ortografía es esencial para la mayoría de los estudiantes debido a su impacto en su capacidad para comprender lo que leen.

En resumen, el desafío de edtech es usarlo como una herramienta para ayudar a los estudiantes e instructores, no como un reemplazo para ellos.

Fuente; https://www.thetechedvocate.org/tech-should-only-be-used-to-enhance-the-teaching-and-learning-process-not-replace-it/

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What would the uk government’s plans to cut student immigration by 50% mean for education in the uk?

Matthew Lynch

BY MATTHEW LYNCH

Resumen: El gobierno del Reino Unido está planeando reducir a casi la mitad el número de estudiantes extranjeros no pertenecientes a la UE, de 300,000 a 170,000 bajo las reglas más estrictas de visa de estudiante. La amenaza es recibida con consternación por los jefes de las universidades, que han afirmado que a algunos solicitantes extranjeros muy buenos ya se les han negado las visas por razones engañosas. Amber Rudd, la secretaria local, se ha comprometido a tomar medidas enérgicas contra el número de estudiantes internacionales en la conferencia del partido conservador para incluir reglas de visa más estrictas para las universidades de «menor calidad». Sin embargo, las universidades de mayor antigüedad advierten que los recortes podrían ser mucho más severos de lo previsto, con una ruta para reducir los 300,000 a 170,000 actuales al año. Según el grupo paraguas de los rectores, los estudiantes internacionales aportan más de £ 10.7bn a la economía del Reino Unido. Las sentencias emitidas por Visas e Inmigración del Reino Unido aparentemente han cambiado considerablemente en los últimos meses, y los estudiantes indios, en particular, son blanco de ataques. Según los informes, los jefes de las universidades tienen miedo de hablar sobre estas decisiones en caso de que represente contra los futuros solicitantes de su institución. A continuación, sin embargo, hay algunos ejemplos que The Guardian compartió en línea sobre estudiantes extranjeros a quienes se les negaron visas:

– Se consideró que un solicitante no era genuino porque no conocía los horarios de apertura de la biblioteca universitaria.

– Un solicitante fue excluido por no saber el nombre del vicerrector de la universidad.

– A un solicitante se le denegó una visa por haber caído por debajo de la cantidad especificada en una cuenta bancaria en un «par de libras» en un día de un período de 90 días, a pesar de que sus padres tenían grandes fondos y también se habían enviado sus cuentas.

El gobierno de Theresa May persigue el objetivo de reducir la migración neta en el Reino Unido a decenas de miles, lo que le ha llevado a alcanzar este número objetivo de estudiantes no pertenecientes a la UE. Sin embargo, desde que asumió el cargo, la inmigración neta ha visto un aumento. Esto se debe principalmente a que muchos más estudiantes de fuera de la UE vienen a estudiar a universidades y escuelas de idiomas en el Reino Unido. Si el Reino Unido realmente quiere abrirse al mundo y ser un líder global en el libre comercio, solo pueden hacerlo dando la bienvenida al nuevo talento. Si los estudiantes internacionales van a estudiar en el Reino Unido, deben sentirse bienvenidos, y por lo tanto, incluso una pista de que los estudiantes no son bienvenidos y se irán a otro lado. No se trata de que los estudiantes reclamen la ciudadanía británica , se trata de que se sientan lo suficientemente bienvenidos como para poder completar sus estudios sin una retórica antiinmigrante de enviarlos a otro lugar.

The UK government is planning on slashing non-EU expat student numbers almost in half from 300,000 to 170,000 under tougher student visa rules. The threat is being greeted with dismay by university heads, who have claimed that some very good overseas applicants have already been refused visas on specious grounds.

Amber Rudd, the home secretary, has pledged a crackdown on international student numbers at the Conservative party conference to include more stringent visa rules for “lower quality” universities. However, senior universities are warning that the cutbacks could be far more severe than predicted, with one route to cut the current 300,000 to 170,000 a year.

According to the vice-chancellors’ umbrella group, international students bring more than £10.7bn to the UK economy.

Judgments being made by UK Visas and Immigration have apparently altered considerably in the past few months, with Indian students, in particular, being targeted.

Heads of Universities are reportedly fearful of speaking out about these decisions in case it counts against future applicants to their institution. Below however are some examples that the Guardian online shared of expat students being denied visas:

–    One applicant was considered not to be genuine because he did not know the university library opening times.

–    One applicant was excluded for not knowing the name of the vice-chancellor of the university.

–    One applicant was denied a visa for dropping below the amount specified in a bank account by a ‘couple of pounds’ on one day out of a 90-day period, despite his parents having huge funds and their account also being submitted.

Theresa May’s government is pursuing the target of reducing net migration into the UK to the tens of thousands, which has led it to this target non-EU student numbers. However, since taking office, net immigration has seen an increase. This is chiefly because several more students from outside the EU are coming to study at universities and language schools in the UK.

If the UK really want to be open to the world and a global leader in free trade, they can only do so by welcoming the fresh talent. If international students are going to study in the UK, they need to feel welcome, and so even a hint that students are unwelcome and they will go elsewhere. This isn’t about students claiming British citizenship, it’s about them feeling welcome enough to be able to complete their studies without anti-immigrant rhetoric from sending them elsewhere.

Members of the UK’s home affairs select committee have cautioned against these measures, claiming they could be hugely harmful to what is currently thriving and successful industry. These changes could potentially not only be economically detrimental to the UK, but also vital to the UK’s international relations.

Rebecca Harper is a freelance writing living in London. She writes about law, politics and immigration. When she isn’t writing, you can find her searching the cafes of London for the perfect flat white.

Fuente: https://www.theedadvocate.org/what-would-the-uk-governments-plans-to-cut-student-immigration-by-50-mean-for-education-in-the-uk/

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10 (More) Reasons Why the U.S. Education System Is Failing

Matthew Lynch

By Matthew Lynch

We must grapple with digital equity, year-round schooling, gender parity in STEM, and more.

A couple of years ago, I wrote a post for my Education Futures opinion blog on edweek.org, entitled “10 Reasons the U.S. Education System Is Failing.” I listed 10 problems and issues that prevent the U.S. education system from living up to its potential. Even years later, my list—which addressed economic shortfalls, gender and racial disparities, parent engagement, and more—still periodically shows up as one of edweek.org’s top-read blog posts of the day.

Because of this sustained interest from readers, Education Week’s opinion editors thought it would be interesting to revisit this list, and I wholeheartedly agreed. Most of the reasons that I listed still ring true, so I am adding 10 additional emerging problems and issues with our education system.

Without further ado, let’s get started.

—Getty

1. In this digital age, we need to rethink literacy. Historically, literacy referred to print texts, but it’s becoming increasingly complex as we transition to a digital age. To accommodate this generational shift, educators need to start adopting a curriculum that covers digital literacy. Beyond basic reading and writing, students should be able to use technology to conduct research and make their own judgments about what they read. Without these skills, students will be left behind in our digital age.

2. The way we currently assess students is not working. The current testing system does not accurately measure the progress of individual students. In our digital age, we should be searching for testing options that can implement technology, gather information, and account for the differences among students who take the assessments. The initial cost outlay could be substantial, but we owe it to our students to create a fair testing system to help deliver brighter minds for the future.

3. We do a poor job of educating boys of color. Black and Latino boys have consistently been misunderstood in America’s schools. Their behavior, learning styles, and social skills are often misconstrued as problems. Until this situation is remedied, boys of color will continue to slip through the cracks. They have higher dropout, poverty, and incarceration rates than their peers. Perhaps the education system is partly to blame.

4. We continue to retain and socially promote students. The U.S. education system retains students at astronomical rates. The cost is outlandish, likely exceeding $12 billion annually, according to a 2012 estimate from The Brookings Institution, even though research shows that holding children back has little effect on their academic achievement. On the other hand, social promotion also poses a problem, as students will struggle to meet academic standards without extraordinary intervention. To end social promotion and retention, we must move from a graded classroom approach to a multi-age approach. Multi-age classrooms let students learn at an individualized pace, working to reach their full potential in their own time.

«The result is that wealthy students end up ahead, creating another barrier for schools with high poverty rates.»

5. Anti-intellectualism and academic disengagement are running rampant. In this digital age, students are accustomed to instant gratification. In response, school districts water down academic standards to keep students on an equal footing, but the result is academic disengagement. Traditional education is undermined by this growing anti-intellectualism. Today’s students are less inclined to pursue academic achievement if it offers no direct relevance in their daily lives.

6. We need more year-round schools. Most schools in America maintain the antiquated system of granting students the summer off, even though the economic justifications for such a schedule no longer exist. Unfortunately, the solid evidence that a switch to year-round schooling would improve our academic system is ignored because it’s too challenging to make a change. Teachers and policymakers alike would have to agree to switch up the status quo to accommodate this drastic shift in scheduling.

7. We are not able to consistently produce quality teachers. A child’s education is highly dependent upon the instruction they receive. The reality is straightforward: Not all teachers entering the classroom have enough training and experience to foster student learning. A strong teacher is an invaluable classroom tool, but we have yet to discover what it takes to produce strong educators with any degree of consistency.

8. We are not doing enough to foster digital equity. In the modern age, technology is an essential part of the world and academics. Students from wealthier backgrounds have greater access to the internet and technology in general than their impoverished counterparts. The result is that wealthy students end up ahead, creating another barrier for schools with high poverty rates. Digital equity could eliminate this gap and provide a more level playing field.

9. We are not doing enough to get girls involved with STEM. Despite Beyoncé’s declaration that girls run the world, there are still plenty of academic fields where females are underrepresented. The booming STEM industry is primarily male-dominated, with few opportunities for young girls to join. The issue is not a lack of interest but a lack of encouragement for girls to enter these fields or study the subjects at school. We must find new ways to promote STEM subjects to girls and help them foster a love for the mechanical and chemical.

10. Teacher-preparation programs don’t teach neuroscience. Most teacher-preparation programs focus exclusively on education instead of providing a more holistic view. Truly great educators need to understand neuroscience to grasp how the brain and nervous system work fully. It would fortify educators if they had a better understanding of how the brain learns new information and how strong neural pathways are formed. Even the most basic understanding of neuroscience could influence and improve the way teachers perform in the classroom.

The underachievement of the U.S. education system is not the result of one problem. It is a confluence of issues that undercut the cultural importance of education equity and broad-based intellect. To achieve better results, we must put aside partisan politics and petty policy disagreements and try to improve our schools, no matter what. I am overjoyed that my last piece has resonated with my readers, and I hope this installment will also strike a chord. Now, let’s get to work.

Source:

https://www.edweek.org/ew/articles/2018/01/29/10-more-reasons-why-the-us-education.html

 

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Inclusion vs. Mainstreaming: what you need to know before putting your child in a classroom program

Matthew Lynch

BY MATTHEW LYNCH

If your child has a learning disability, there are ways you can be involved and ensure your child continues to receive a proper education based on their needs. Through classroom programs, a teacher may need to differentiate the assignments or the delivery of instruction, to facilitate positive learning experiences for all students. Being aware and responsive also requires the discretion of teachers; disabilities and special education status are private information.

Students with mild disabilities are usually part of a general education classroom, and some may spend short periods of time each day in a resource room receiving specialized education. Inclusion has become a popular choice for students with special needs. With inclusion, the child is fully included in the general education class for the entire day. A special education teacher works with the special needs children in the classroom and brings all necessary resources to the general classroom. Inclusion has its share of naysayers, however, who voice concerns about these programs.

Some teachers of general education classes have concerns, including:
• A lack of support services for students when they are moved into a regular classroom
• Lack of training for even the most experienced teachers to support and work with disabled students
• Limited content and field experiences in teacher education programs focused on learning disabilities
• Limited involvement of regular teachers during creation of the IEP
• Concerns expressed by parents of general education students in the inclusive classroom that their children will not get the attention they need

Inclusion is directed at ensuring that students with disabilities can benefit from the best learning situations possible. Before a change made to No Child Left Behind (NCLB) in 2003, the educational progress of children with disabilities was not tracked. In 2003 NCLB required states to include the achievement scores of 95% of all special education students in their annual progress reports.

So another level of inclusion was instituted: one designed to ensure that special needs students are progressing. States are allowed to include testing accommodations for students with special needs, such as extended test time, one-on-one testing, and helping students to write answers. Students with severe cognitive disabilities are also allowed to take alternative tests. Despite concerns expressed by some teachers about inclusion, evidence suggests that it works.
Teachers have testified to the benefits that their students with disabilities have received in terms of increased performance and comprehension. Before these students participated in testing, they fell by the wayside; there was no way to tell what they were learning or even if they were learning.

Mainstreaming and inclusion are often confused, primarily because they are very similar. But there are some large differences between the two terms, and they represent two different schools of thought. In mainstreaming, students with special needs are placed in the special education classroom and attend a general education classroom for specific academic classes (social studies, reading, etc.) or nonacademic classes (art, physical education, etc.). Supports may or may not be brought into the classroom.

To determine whether mainstreaming or inclusion would be the best possible placement for a special needs student, you should apply the concept of the least restrictive environment (LRE) to the situation. Least restrictive environment is a legal term applied in Public Law 94-142, The Education for All Handicapped Children Act of 1975, which requires that students with disabilities must be placed in regular classrooms with their nondisabled peers, to the extent that their abilities allow.

When considering which classroom program to implement for your students with learning disabilities remember to assess the classroom and individual special needs of the students. Talk to your child’s teacher and school system to learn more about the specific programs they offer and how you can be involved.

Fuente: http://www.theedadvocate.org/inclusion-vs-mainstreaming-need-know-putting-child-classroom-program/?utm_source=ReviveOldPost&utm_medium=social&utm_campaign=ReviveOldPost

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A Free College Education: A Basic American Right?

Matthew Lynch

POR MATTHEW LYNCH

Resumen: Obtener una educación universitaria es algo que es una espada de doble filo para los adultos más jóvenes del país y también para algunos de sus padres. La sociedad dictamina que alguna forma de educación secundaria es una necesidad absoluta para el éxito de toda la vida, pero el costo asociado con la obtención de esas credenciales es debilitante. The Washington Post informa que el estudiante universitario promedio se graduará con una deuda de $ 25,000 .Con más de $ 1 billón en préstamos pendientes, la deuda estudiantil supera la deuda de la tarjeta de crédito y está exenta de protección por bancarrota. Algunos pueden decir que esto es solo el costo de hacer negocios y que unos pocos años (o décadas) de reembolso de préstamos estudiantiles valen la pena el costo a largo plazo. Si una persona realmente valora su futuro, pagar los préstamos y las tasas de interés son solo parte de demostrar su dedicación. Para cada uno, y otros monikers relacionados. Pero, ¿y si esa mentalidad se volteara? ¿Qué pasa si no hay costo para obtener una educación universitaria y se considera como un derecho básico, al igual que el sistema de escuelas públicas K-12? Parece que la respuesta instintiva es afirmar que la nación no puede pagarla.La industria de la educación universitaria de un billón de dólares, junto con las compañías de préstamos que «ayudan» a financiar estos emprendimientos, sería viable si los estudiantes no tuvieran que encontrar, ganar o tomar prestadas las decenas de miles necesarias para demostrar que se preocupan por su carrera.

Earning a college education is something that is a double-edged sword for the nation’s youngest adults and for some of their parents too. Society dictates that some form of secondary education is an absolute must for lifetime success but the cost associated with earning those credentials is debilitating. The Washington Post reports that the average college student will graduate with $25,000 in debt. With over $1 trillion in outstanding loans, student debt outweighs credit card debt and is exempt from bankruptcy protection.

Some may say this is just the cost of doing business and that a few years (or decades) of repaying student loans is worth the cost in the long run. If a person truly values his future, repaying loans and interest rates are just part of proving his dedication. To each his own, and other related monikers.

But what if that mentality were flipped? What if there was no cost to obtain a college education and it was viewed as a basic right, much like the K-12 public school system? It seems that the knee-jerk response is to claim that the nation can’t afford it. The trillion-dollar college education industry, coupled with the lending companies that “help” finance these endeavors, would feasibly go under if students did not have to find, earn or borrow the tens of thousands necessary to prove they care about their career.

Perhaps that’s true. But how would the economy as a whole look if college student debt disappeared? Instead of taking the first, low-paying job that came along in order to desperately find the cash to start repaying loans, maybe students would hold out for the perfect job where their talents and education could be best utilized. Instead of the nearly 22 million young adults living at home with their parents, maybe those kids would invest in their own housing and start contributing to that industry faster. Parents who save every penny in order to pay for college would feasibly have more cash to put back into other aspects of the economy, strengthening whatever industries they touched.

When the facts are really examined, it seems that the only ones truly benefitting from the current higher education model are the institutions themselves and the companies that support lending. In the second quarter of this year, private lender Sallie Mae reported $543 million in net income. In 2013 alone, Sallie Mae has spent over $1.2 million lobbying against legislation meant to relieve some of the college debt strain. Much like the skyrocketing healthcare industry costs over the past two decades, colleges and lenders have been left to their own devices with improper regulations.

The result is the “soaring college costs” we hear so much about today. According to the College Board in 1992 one year of college at a public four-year institution cost around $7,500 in today’s dollars. Now that cost is $10,000 higher. Private nonprofits cost around $17,000 in 1992; today the cost is nearly $24,000.  The cost of college is a runaway train at this point. College costs have risen faster than the inflation rate for decades.

While an economy hindrance, the high price tag of a college education has very little resistance when observing the nation’s population as a whole. Colleges and lending companies have, for the most part, gotten “a pass” because the pursuit of knowledge is deemed a worthy one where price should never be considered an issue. Under the guise of a better-educated workforce, colleges and lenders have been able to get away with more than any other industry providing a basic, American service. What would the reaction be if utility costs rose that quickly, or the price of a gallon of milk?

For a college education to really have the intended impact on the individual and society as a whole, it needs to be affordable – or completely free. It is a basic American right.

Do you think a free college education system would have a positive impact on the economy?

Fuente: http://www.theedadvocate.org/a-free-college-education-a-basic-american-right/

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Will artificial intelligence disrupt higher education?

Matthew Lynch

Matthew Lynch

Resumen:

La inteligencia artificial (AI) está cambiando el panorama de la educación superior. Según el Dr. Keng Siau , la inteligencia artificial «realizará una serie de tareas generales con conciencia, sensibilidad e inteligencia». Eso podría significar que la educación superior ya no sea el camino hacia una carrera profesional. Los títulos universitarios siempre han llevado a carreras profesionales; AI puede cambiar ese camino y ofrecer nuevas formas de aprendizaje. En última instancia, AI cambiará la forma en que las universidades se han acercado a la educación. La inteligencia artificial interrumpirá la educación superior; no hay dudas de eso. Ya AI ha estado asumiendo algunas de las tareas más básicas en la academia, como la clasificación, el análisis de datos y la búsqueda de correlaciones. Hasta ahora, estas tareas automáticas han sido dentro de un único sistema universitario, pero no hay razón para creer que AI continuará funcionando en el aislamiento de la torre de marfil.AI conectará la academia con otras industrias, realizando elaborados procesos cognitivos que buscan conexiones entre una variedad de campos. La interrupción describe un cambio abrupto en un proceso. El resultado puede o no ser mejor.La transformación, por otro lado, tiene la connotación de un enfoque más bien pensado, como un cambio que gradualmente evoluciona hacia algo mejor. El cambio nunca es fácil para nadie, pero las universidades que eligen no cambiar pueden quedar atrás. Las universidades tienen la oportunidad de transformar prácticas y adoptar nueva tecnología de inteligencia artificial.

Artificial intelligence (AI) is changing the landscape of higher education.

According to Dr. Keng Siau, artificial intelligence will “perform an array of general tasks with consciousness, sentience and intelligence.” That could mean that higher education may no longer be the path to a professional career.

University degrees have always led to professional careers; AI may change that path and offer new forms of learning. Ultimately, AI will change the way colleges have approached education.

Complex data and collaboration

Artificial intelligence will disrupt higher education; there’s no doubt of that. Already AI has been assuming some of the more basics tasks in academia, such as grading, data analysis and seeking correlations.

So far these automatic tasks have been within a single university system, but there’s no reason to believe that AI will continue to function in the isolation of the ivory tower. AI will connect academia to other industries, performing elaborate cognitive processes that search for connections between a variety of fields.

Think transformation, not disruption

Disruption describes an abrupt change in a process. The result may or may not be better. Transformation, on the other hand, has the connotation of a more well-thought- out approach, like a change that gradually evolves into something better.

Change is never easy for anyone, but universities who choose not change may be left behind.

Universities have an opportunity to transform practices and adopt new artificial intelligence technology.

Global reach

With students more interested in personalized learning, AI has the potential to provideincreased opportunities for learning to more students at one time. Made possible through adaptive learning, these new systems meet students at their last point in the learning continuum and take them forward.

Artificial intelligence can do more for a larger student population. Professors may already have two and three hundred students in a classroom, but they are not able to reach every student and meet his or her personal needs the way an AI adaptive learning program like ALEKS or a personalized program like Udemy can do.

Changing skill sets

AI won’t likely replace the instructional practices in higher ed, but it will redefine the way students learn. Expect a blended learning model that seamlessly integrates input from AI and professors.

That will change faculty skill sets, allowing more time for research and AI begins to take over the more banal tasks of classroom instruction.

Will artificial intelligence disrupt higher education?  The answer is yes, and that’s a good thing. The disruption will force the acceleration of our cognitive thinking skills as we strive to stay ahead of the advance in AI.

Fuente: https://www.ei-ie.org/en/detail/15723/algerian-unions-work-towards-increased-gender-equality

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Ayudando a los maestros a aprender de los expertos en tecnología

Matthew Lynch

POR MATTHEW LYNCH

La diferencia entre docentes y expertos en tecnología

 A pesar de que muchos profesores han crecido en la era de la tecnología, muchos maestros tradicionales o “vieja escuela” todavía no se sienten preparados para enseñar en el aula de la 21 st siglo. Los maestros que obtuvieron sus certificados en los años 60, 70, 80 e incluso los 90 pueden sentirse o no preparados para operar y utilizar el equipo educativo actual en el aula.Desde el reemplazo de pizarras con pizarras inteligentes hasta el uso de iPads en el aula con aplicaciones para aprender en inglés, matemáticas, ciencias y muchas otras áreas, los avances en tecnología se están imponiendo en las aulas de hoy. La pregunta sigue siendo ¿cómo educamos a nuestros profesores sobre cómo usar la tecnología?

Qué necesita cambiar

A pesar de los avances vertiginosos en el desarrollo de la tecnología, la tecnología se puede usar bien si los maestros reciben la primera educación sobre cómo aprovechar los recursos que tienen disponibles. Los maestros no solo necesitan aplicaciones sofisticadas y programas de computadora, sino que también necesitan una capacitación adecuada, así como dispositivos simples con funciones fáciles de usar, dispositivos y programas asequibles y soporte continuo.

  1. ¡Incluya a los maestros en las decisiones! – Los docentes a menudo no están incluidos en la decisión sobre qué materiales comprar para su escuela y cómo se utilizarán esos materiales, pero se espera que los utilicen independientemente. Uno de los mayores errores más comunes que aumentan la brecha de comprensión entre los docentes y la forma de utilizar sus recursos es que a menudo a los maestros simplemente se les entregan un nuevo programa, dispositivo, artilugio o sistema, y ​​se les dice que lo usen.Los directores, ejecutivos y otros administradores toman decisiones sobre las compras, pero muy raramente se incluye la participación del docente en la discusión. Abra un diálogo sobre las necesidades de los educadores antes de deslizar la tarjeta de crédito de la junta escolar por la máquina.
  1. Proporcione una capacitación adecuada: las instrucciones deben proporcionarse a los grupos o a los instructores individuales según sea necesario a través de sesiones múltiples de capacitación antes de que cada producto o programa se presente al cuerpo estudiantil. ¿Cómo podemos esperar que los maestros que no fueron entrenados en la 21 st siglo para entender cómo implementar programas y dispositivos de la 21 st siglo, sin una formación adecuada? El entrenamiento requiere paciencia, entrenadores profesionales, e incluso puede requerir atención individualizada. Si esperamos que nuestros maestros implementen tecnologías desconocidas, debemos ofrecer el tiempo, la capacitación y la atención adecuados a cada maestro que pueda tener preguntas sobre las funciones de un nuevo programa.
  1. Comprar dispositivos simples: comience entendiendo que no todos los profesores son automáticamente gurús de la tecnología. Si una escuela, una universidad o un centro comunitario está utilizando nuevas tecnologías en sus programas y aulas, no solo deberían hablar con sus educadores y maestros antes de sacar el dinero para un dispositivo complicado, sino también comenzar con la compra de algunos programas básicos, juegos y aplicaciones que son fáciles de usar. Si un maestro está familiarizado y más cómodo con el uso de un determinado dispositivo, será más propenso a usarlo, en lugar de dejarlo en el estante y recoger el polvo en el armario.
  1. Utilice programas y dispositivos asequibles : aunque es cierto que muchas tecnologías y dispositivos nuevos son escandalosamente caros, algunas empresas de nueva creación están ofreciendo aplicaciones gratuitas y otros programas para obtener publicidad y comercializar su empresa. Utilice dispositivos y aplicaciones gratuitos o de bajo costo para reducir los costos de las escuelas y minimizar los gastos de bolsillo de los maestros. Después de todo, no todos los distritos escolares tendrán acceso a los fondos iguales para la implementación de la tecnología de la 21 st siglo en el aula.
  1. Ofrezca apoyo continuo : por último, después de que se presenta un nuevo programa o dispositivo en el salón de clases, y todos los maestros han recibido capacitación, no asuma que los maestros comprenden al 100% cómo usar la tecnología. Proporcionar apoyo continuo, capacitación y educación continua con respecto a los nuevos productos. El proceso de aprendizaje debe comenzar con los maestros, ¡para que los estudiantes también aprendan efectivamente! Como los maestros siempre brindan retroalimentación constante, exámenes y revisiones para los estudiantes, incluso los expertos en tecnología, administradores y aprendices deben permanecer disponibles para que los maestros escuchen los comentarios y brinden instrucción adicional después del uso inicial de un producto.

Con la avanzada edad de la tecnología, tanto los maestros como los expertos en tecnología tienen que esforzarse para encontrarse en el medio. Del mismo modo que no podemos esperar que los expertos en tecnología se conviertan automáticamente en maestros increíbles, no podemos esperar que nuestros maestros estén inmediatamente informados sobre cómo operar una Smart Board o cómo administrar una clase de estudiantes con iPads.Al incluir a los docentes en la discusión sobre los materiales que necesitan para el aula, ofrecer capacitación y apoyo continuo, y usar aparatos y programas simples y asequibles, los maestros y educadores sentirán que su voz se escucha y estarán más motivados para aprender cómo usar la tecnología en el aula para el beneficio de sus alumnos.

Fuente: http://www.theedadvocate.org/helping-teachers-use-technology-technology-experts-teach/

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