Transcript “TECNOLOGÍAS EDUCATIVAS EN TIEMPOS DE INTERNET” Edith Litwin Chapters 1, 2, 3 & 4 – Main Topics 1.

“TECNOLOGÍAS
EDUCATIVAS EN
TIEMPOS DE INTERNET”
Edith Litwin
Chapters 1, 2, 3 & 4 – Main Topics
1. Beginnings of Education Technologies.
Debates about Didactics. Differences
between the classic Mass Media and the
New Technologies. The lack of Technology
Didactics.
2. Technology and Culture. Globalisation.
3. Education Technology or Technology in
Education? Differences. Education Material.
Examples & Considerations.
Introduction
The author introduces her work with some
questions she proposes in order for the
readers to start reflecting upon technologies,
and more important, technologies in the
education field.
Those questions are the core of the
investigation which gave birth to this book.
She also reflects upon the role of schools after
the changes society suffers.
Questions/Reflections
 After the adoption of technologies, is it
possible to obtain different ways of thinking
and accessing to knowledge?
 Could school become an integration zone
where multiple social and cultural
experiences can generate new senses?
 School changes because its surroundings
change and generations that go to school
also change. School has changed its role and
perspective towards the future.
1. Beginnings of Education Technologies (ET)
There have been ET proposals since 1950. In those days,
technology was “the magic solution to all the problems.”
It was born in USA as a response to the inclusion of
means and material for instruction, under an efficiency
concept of teaching (conductism).
In 1980, Cognitivism theories replaced the previous ones
with cautious condiderations and critical analysis about
Mass Media messages. Perception is now regarded as
a construct, the result of a process which includes
interests, feelings, imagination, evaluation and judge in
opposition to those perspectives which considered
visual perception a passive register.
Education & Didactics
By 1950s, teachers considered ET helpful for
some difficulties in the instruction or
comprehension.
ET were regarded as tools.
Since 1980, ET is considered a body of
pedagogical and didactical knowledge made
up of derivations of different fields dealing with
teaching, in which technology development
produces an effect.
Differences between the classic Mass
Media & the New Technologies
Classic Mass Media
New Technologies
 For the vast majority
 For only a small portion of
of the population.
 Pretend that people
share interests.
 Strong in popular
areas.
the population.
 Unite people who already
have things in common.
 Little communicational force
among people with
unsatisfied basic needs or in
rural areas.
The lack of Technology Didactics
 When we use technologies, we try to generate
cognitive remains.
 When we adopt technologies, they set certain limits,
adequate usage criteria. They require some time and
they condition experiences. Their rhythm of change is
fast, which derives in an adaptability problem. When
we use technologies, they also use us.
 There is a lack of a theoretical body to define the
usage criteria. There is a lack of Technology Didactics.
 It is necessary to analyse the new technologies within
a current political, economic and cultural frame.
2. Technology and Culture. Globalisation
 Technologies are tools to show, to show
something to people in order to make it easier
for them to understand.
 Culture surrounds teachers and students, and it
slips in through schools’ windows.
 Education must give an account of the social
and cultural complexity, offering tools to helps
the instruction of critical citizens.
 Minority groups can find a broader canal in the
new technologies (Internet) than in the Mass
Media.
3. Education Technology or Technology in Education?
 There is a distinction between the products,
means or materials created outside the
Educational System and those created for
schools. One example of the first are films,
which have been created for commercial,
aesthetic purposes, and are projected in the
classroom because teachers consider them
appropriate for the treatment of a particular
content. The second, are created to help
teachers and students.
Education Material.
Adaptability and the possibility of different treatments are
the most important characteristics about the creation o
selection of appropriate teaching material.
Teachers state that good materials are those which can be
used to different targets, allowing the development of
multiple proposals.
Teachers training policies should acknowledge the priority
of the incorporation of new technologies development in
the basic education processes. Teachers should become
expert users in order to analyse new technologies
critically, to make good use of their capacities and to
recognise their weaknesses.
Examples/Considerations.
 PORTALS: are a variant of filters because they
are lists of sites approved by a person or
group. They imply the acceptance of imposed
norms or restrictions.
The great amount of available information forces
students to apply selection and validation
criteria, which are not part of the instruction
obtained from their teachers.
Electronic format allows a very fast renovation of
material and at a low cost. However, the larger
the links, the more difficult the renovation.
Examples/Considerations.
 PROJECTS: allow a much more complex
cognitive process. Internet helps a lot in this
matter.
 FORUMS: where everybody participates and
integrates to a common discourse. Problem:
group dynamics, with differences in language,
culture, age, etc.
 False belief: if technology developments can
help a teacher in an efficient and sufficient way,
then, they can also replace the teacher in the
classroom.
Television.
It is a phenomenon with a life of its own. It
expresses tensions and contradictions among
social senses. It has a role in the constitution of
identities, knowledge and practices, and
through these, in ordinary human relationships.
Today, the social institutions are: family, school
and TV. There is a difference between
Educational TV (televisión educativa) and
School TV (televisión escolar). The first
promotes the general knowledge, whereas the
second cooperates with the Education System.
Television Didactics.
Implies the communication decisions which are
assumed in the process (production) and are
reflected in the result (programme).
The way to knowledge proposed by the TV and
grabbed by teachers tries to move away from
school deficit: adventure vs. routine,
entertainment or fun vs. boredom, pleasure
vs. obligation.
Video.
Teachers can take one of three positions.
 Teachers are mediators in the classroom. The
video is responsible for the instruction. The
teacher avoids that responsibility.
 Teachers stop the projection to make sure,
through questions, that students understand.
The teacher identifies with material.
 Teachers give students the opportunity to
create modes of comprehension. This is the
most productive of the three positions.
Conclusion.
Technologies are here to stay, so we cannot
turn our heads on them. They can improve
our practices as teachers and help our
students to construct knowledge.
It is our duty to become critical users in order to
make good use of the different proposals the
new technologies have to offer.