My new article published in the digital magazine ‘Windows 8 Educational Apps’.
The quick development of ICT, together with the globalization processes coming with it, are lighting a world with unbelievable shapes in this new century. Without shadow of a doubt one of the elements that will configure the next decades will be the progressive, massive and interconnected establishment of ICT in every sector of the society, coming up with a non-stop development of the web engineering.
I dare to say that the impact will be so strong that the training in this kind of tools will be determining for the transformation of our way of living, and at the same time source of discrimination.
Technology is transforming our lives and the society and the education system must adapt to fulfil an important challenge: Make our society a real “knowledge society”. But the step ahead between one and the other is not easy and automatic like some people believe.
In the current society surfing across the information has become in a principal activity in the beginning of the century and the cyberspace is the new scenario of communication driven by the expansion and development of the newest technologies. It is true that they are trendsetter, but I would like to say that we are still in the prehistory of the most amazing world coming in the next 20 years. Can you imagine it?
We are, undoubtedly, in a new era of information processing and of the knowledge production which have been based on IT and telematics. But this to idea we must oppose another one: the growing prominence of the information society should not let us fall into the universal optimism of the interactive and digital communication savior power.
Those who learn need information and knowledge to take decisions and act, and also need the wisdom to decide and assume the consequences. Our role in the society we are immerse is to try that our education and training make possible the construction of a knowledge society coming from the information society.
Teachers nowadays are headed for developing certain competences related with the role that the technological resources and the mass media are playing in education. This competences are supplementary and they could be:
– To promote the learning of the students as its main objective.
– To use the psychological learning resources.
– To be predisposed to innovation and educational change.
– To possess an attitude positive to the pedagogical possibilities of the new multimedia and telematics environments.
– To integrate the technological media as one more element of the curriculum design.
– To apply with didactic sense media and technological resources in the processes of teaching and learning.
– To take advantage of the value of media communication to facilitate the transmission of information.
– To learn and use languages and semantic codes (iconic, chromatic, verbal, etc.).
– To adopt a critical stance, adaptation to the media masses and ICT school context and analysis.
– To rate technology over technique.
– To have the necessary technical skills and sufficient as users of media and technological resources.
– To design and produce technological means.
– To select and assess technological resources.
– To organize media.
– To research with media and to do media research.
ICT has also some cons, so the evaluation of the materials used is essential. The technical quality (compatibility, length, design, hardware requirements, the associated technologies, easy to understand and to use) is as important as its potential and educational quality (contents, adaptation to the curriculum, motivation, interaction, student assessment, learning objectives, interface, possibility of teacher intervention, …) The most important thing is to control the ICT use in education to increase their effectiveness and drive their effects to the desirable sense.