¿Está la tecnología transformando la educación superior? Evidencias internacionales e implicaciones políticas Francesc Pedró Teacher Development and Education.

Presentación del tema: "¿Está la tecnología transformando la educación superior? Evidencias internacionales e implicaciones políticas Francesc Pedró Teacher Development and Education."— Transcripción de la presentación:

1 ¿Está la tecnología transformando la educación superior? Evidencias internacionales e implicaciones políticas Francesc Pedró Teacher Development and Education Policies UNESCO

2 Presupuestos típicos 1.Los estudiantes tienen hoy diferentes expectativas sobre el aprendizaje por causa de la tecnología. 2.La educación superior tiene que cambiar radicalmente para darles respuesta. 2

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4 ¿Ayudan los estereotipos? 4 Percentage of disparities between teachers perceptions and students’ self- perceptions. Average of 6 European countries, 2008

5 5 La realidad es compleja Source: Ferri et al (2009)

6 Dos preguntas 1.¿Realmente los estudiantes están tan apegados a las tecnologías? 2.¿Este apego contribuye a cambiar radicalmente sus expectativas? 6

7 ¿Están los estudiantes tan apegados a las tecnologías? Sí, hay todo tipo de evidencias que así lo demuestran 7

8 Adopción de tecnologías por parte de estudiantes universitarios ©2011 EDUCAUSE. CC by-nc-nd8 Technology Students Own Laptop87% Printer81% DVD Player75% USB Thumbdrive70% Wi-Fi*67% Stationary gaming device 66% Ipod62% HDTV56% Smartphone55% Digital Camera55% Webcam55% Desktop Computer53% Handheld Gaming Device 38% Netbook11% iPad8% 1 8 2 3 4 5 7 9 10 11 12 13 14 15 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Traditional age college students (18-24) and those from households of $100K+ own more technology than their counterparts. Q1. Which of the following items do you own? 6 *Likely interpreted by the respondent as having access to Wi-Fi ©2011 EDUCAUSE. CCby-nc-nd 8

9 No es la tecnología, es la conectividad Source: ECAR (2011)

10 ¿Hasta qué punto están cambiando las expectativas? No radicalmente. Se rigen por el realismo. 10

11 Actividades típicas en clase 52% 29% 25% 22% 17% 16% 10% 9% 8% 7% 4% 3% Copy from the board or a book Listen to a teacher talking for a long time Have a class discussion Take notes while my teacher talks Work in small groups to solve a problem Have a drink of water when I need it Work on a computer Listen to background music Have some activities that allow me to move around Create pictures 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 classmates about something Base:All pupils (2,417) Have people from outside to help me learn Learn outside in my school’s grounds 33% Source: Ipsos MORI (2008)

12 Formas de aprender preferidas 55% 39% 35% 31% 21% 19% 16% 14% 12% 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 (2008)

13 Entorno de aprendizaje preferido para la ed. superior Source: ECAR (2011)

14 ¿Tiene la enseñanza online la misma calidad? Does an online course have the same educational value as an in-person course? Age <2523% 25+40% Live on-campus18% off-campus 33% Taken an online course Yes 45% No12% Online courses provide equal value Source: ECAR (2011)

15 ¿Qué piensan acerca del papel de la tecnología? ©2011 EDUCAUSE. CC by-nc-nd 15 Makes Learning More Engaging and Relevant Facilitates Connecting with Others Gives Students Access to Resources and Progress Reports Makes Students More Efficient  Learning more creative  Learning more fun  Think out of the box  Individualized/personalize d  More relevant to real life  More engaging  Elevates teaching  Reach academic potential  Take control of own learning  Extends learning beyond classroom  Prepares me for the workforce  Prepares me for graduate school  Feel connected to other students  Feel connected to professors/staff  Feel connected to what's going on  Gives me access to experts in my field  Helps me do my work faster  Allows me to produce higher-quality work  Efficient way to store examples of work  Makes college easier  Easy to track my academic progress  Helps me know how I am doing  Simplifies administrative-related activities  Gives me access to resources  Easier to get help when I need it Avg. Agreement with Statements

16 ¿Entonces? ImplicaciónConvenienciaProductividad 16

17 ¿Cómo están respondiendo las instituciones? 17

18 ¿Cómo están respondiendo las instituciones? 18 Percentage of university teachers using different services. Australia, 2009

19 ¿Cómo están respondiendo las instituciones? Teachers and pupils in compulsory education who have not used a computer in the classroom in the past 12 months (2006). Source: Empirica, 2007.

20 ¿Cómo están respondiendo las instituciones? 20 1.Mejor que las escuelas 2.Transferencia de usos de la investigación a la docencia

21 Conclusiones 21 Los estudiantes están realmente apegados a la tecnologíaLos estudiantes están realmente apegados a la tecnología –Quieren que mejore la docencia, no que la cambie radicalmente Los docentes no son emigrantes digitalesLos docentes no son emigrantes digitales –Pero sobrevaloran las competencias digitales de sus estudiantes

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23 Muchas gracias F.Pedro@UNESCO.org