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Teaching and Learning: Moving Target May 2011. All of the information a person living in the 18 th century acquired in their entire life is equivalent.

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Presentación del tema: "Teaching and Learning: Moving Target May 2011. All of the information a person living in the 18 th century acquired in their entire life is equivalent."— Transcripción de la presentación:

1 Teaching and Learning: Moving Target May 2011

2 All of the information a person living in the 18 th century acquired in their entire life is equivalent to what the New York Times publishes in one week.

3 All the information produced by humans in the past 5,000 years is equivalent to what will be produced in the next 12 months.

4 Total devices connected to the Internet

5

6 Number of monthly searches in Google (billions)

7 China: 1,306 India: 1,080 Facebook: 580 United States: 296 Indonesia: places in the world with the highest number of inhabitants (millions of people) Total: 6,800 Twitter: 210 Brazil: 186 Pakistan: 162 Bangladesh: 144 Russia: 143

8 A student who is in school now will have changed jobs 10 to 14 times before turning 40. Demand for competencies (Levy & Mumane)

9 Do you still think that whether or not to incorporate Information and Communication Technologies in Education is an option?

10 We dont believe in ICTs in Education We believe in Educational Programs that use technology as part of their systemic strategies centered on the quality of learning for each student

11 Society Schools Children New Learning The same process? New demands The challenge of education

12 Personalization 20 th century education Majority Democratic Heterogeneous Industrial 19 th century education Minority Elite Homogeneous Personalized 21 st century education Majority Democratic Heterogeneous Personalized

13 What is the problem of learning? There is no common framework to recognize and compare the impact of diverse types of intervention and help the implementation of cost- effective solutions. There is a growing consensus that ICTs in education should help improve student learning, but there are few measurement instruments and serious and comprehensive evaluations. As a consequence, decision count on scare information and elements to aid their actions. Poorly designed and implemented projects, centered on improving access and uses of ICTs are creating new knowledge gaps and for teachers and students.

14 Evaluations Perceived performance (E-learning Nordic (2006) - SITES (2006) - Plan Ceibal Uruguay (2010)) ICTs have a positive and moderate impact on student achievement ICTs have an important impact on differentiation, inclusion, student motivation, school-to-home communications, and ICT use of teachers ICTs improve student ability for autonomy, collaboration with peers and experts, and communication The greatest gains are perceived when students have the guidance and feedback of teachers

15 Evaluations Actual performance on standardized tests (ImpaCT2 (2002) – OECD PISA ( ) - World Bank - Colombia (2009) - IDB Peru (2011)) Positive relationship between the use of ICTs and educational attainment However, it does not show significant differences in all subjects Students with less confidence in their ICT skills have poorer results Widely implemented national programs do not have an effect on students academic performance The program simply assumes that once equipped and trained, teachers will voluntarily incorporate the technology provided in their classes. This is not enough.

16 Why is this an important challenge? Countries are investing in ICT in education projects anyway: they demand technical assistance to develop programs that have impact on student learning. The IDB is developing experiences, knowledge, and tools to provide better support to countries and ensure that the investments are consistent with the objective of quality.

17 Areas of Work

18 Conceptual Framework Marco de Política Evaluación Linea de Base Monitoreo Impacto Evaluación Linea de Base Monitoreo Impacto COMPONENTES Infraestructura Física, equipos, conectividad, soporte Contenidos Currículo,recursos educativos digitales, plataformas y servicios. Personas Formación docentes, competencias TICs, apoyo técnico. Procesos Planificación, presupuesto, comunicaciones, COMPONENTES Infraestructura Física, equipos, conectividad, soporte Contenidos Currículo,recursos educativos digitales, plataformas y servicios. Personas Formación docentes, competencias TICs, apoyo técnico. Procesos Planificación, presupuesto, comunicaciones, RESULTADOS Prácticas Educativas Pedagogía, cultura escolar, personalización Involucramiento Actitudes, expectativas, participación, matrícula, asistencia RESULTADOS Prácticas Educativas Pedagogía, cultura escolar, personalización Involucramiento Actitudes, expectativas, participación, matrícula, asistencia IMPACTO Aprendizajes cognitivos Resultados en test sobre contenidos curriculares Habilidades y competencias Pensamiento crítico, colaboración, comunicación, creatividad, innovación, Metacognición IMPACTO Aprendizajes cognitivos Resultados en test sobre contenidos curriculares Habilidades y competencias Pensamiento crítico, colaboración, comunicación, creatividad, innovación, Metacognición

19 One-to-One

20

21 21 st Century Skills ATC21S

22 Teachers of the 21 st Century The use of technologies in education offers opportunities to: Improve learning management Strengthen new educational practices Help the development of student-centered learning methodologies Allow learning outside of the school and school schedule This poses challenges for Teacher Training for the development of New Pedagogical Practices Identify experiences Develop pilots Scale

23 Virtual Education The current development of technologies permit a new generation of eLearning, based on the creation of Personalized Learning Environments (PLE), enabling Latin America to expand and improve their educational offerings for: Students in remote areas where there are no schools or teachers Students who have dropped out of school and require flexible arrangements Subjects for which there is a shortage of quality offerings (English, Science, Mathematics) 2011 Identify experiences Develop pilots Scale

24 If a teacher can be replaced by a computer, that teacher should be replaced by a computer" Sugata Mitra

25 Eugenio Severin Inter-American Development Bank Web: Blog: Technologies for Learning


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