Friday, December 21, 2012
So far, we have enough imagine education as "what happens in school," four or five hours each day, for twelve to fifteen years of our lives. Globalization and the knowledge society that has emerged for the development of information technology and communication have created a new paradigm that will break this belief in its spatial and temporal dimension.
Monday, November 12, 2012
However, it is insufficient to ensure a legacy of educational quality. The XXI century calls for the development of new skills and competencies in its members, that industrially organized schools are unable to offer. In most parts of the world, educational outcomes show this gap, and achieve the expected results in the XXI century requires to change our paradigms.
Friday, April 20, 2012
However, efforts involving the evaluation of such projects have been inadequate thus far. The evaluation of educational technology projects is critically important, since it allows us to learn from the experience of carrying out such programs while providing vital information on expected results.
Thursday, March 29, 2012
The 2010 published an interesting book, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education, which should be required reading for every politician interested in education reform and who believes that the American model deserves to be followed and copying. It basically repent of what worked in previous years, and demonstrates with data, research and arguments, that the policies that were implemented for competing schools and teachers, to standardize the testing of students, targeted on a few materials and lack of resources and prestige of public education (with the parallel deification of private education without her show better results) have finished destroying the possibilities of improving the quality of education. Does this sound familiar?
Wednesday, February 22, 2012
The most obvious change is the distribution. With digital texts, placed in a digital reading device (eReader) or a low-cost tablet, each year you could add or modify the content to update them remotely without the need for warehouses, inventory, trucks and vans, which as we know, not always reach their destination. If the devices include touch function (as indeed do all the tablets and several eReaders already on the market) could be included right there activities that students must perform in them.
Friday, February 17, 2012
The lack of educational use and of new learning practices among teachers and students explain the absence of improvement in learning tests and the moderately positive results in the development of cognitive skills. The evaluation found a higher level of teachers´ satisfaction and moderately positive results in the development of students' analytical skills. On the other hand, lack of connectivity, the limited amount of available educational resources on the machines, and doubts concerning the possibility of using the computers at home, have detracted learning opportunities from students.
Tuesday, January 31, 2012
There is a broad consensus regarding the need to improve student outcomes in the educational systems of Latin America and the Caribbean. After an attempt to institute various reforms and initiatives, the demand for quality and equity continues to be heard throughout the region. Meeting this demand will require significant changes, regarding not only the teaching of subjects that are relevant to needs of a knowledge society, but also teaching them in a way that takes full account of the educational context that 21st century society has generated.
Saturday, January 14, 2012
Most importantly, we raised at that meeting was to separate the bidding of textbooks into two: one for content, giving the Ministry of Education the right to use that content distribution on any platform and in perpetuity, in order to start generating a Bank of educational content, and another separate tender for the printing and distribution of texts on paper. Just look at the reality today, to notice that we were pretty bad at the meeting. The ministry continues to spend 11 billion pesos ($ 11,000,000,000) each year to distribute, the best they can, boxes of printed books, purchased as closed units to large publishers and without forming the bank of digital content and curricular activities. Perhaps this is the moment to insist on the idea.
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