Diapositiva 1 by J7G2UPN

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									   Didier de Saint Pierre
    UNESCO consultant
ddesaint@navigogroup.cl
Technology is leading the world through rapid chages:
globalization, knowledge society, participation in social
                      networks…
New basic skills are required to face the 21st
century.
Today’s youth have new cognitive skills:
they are the digital natives.
The school we all know, which was conceived for
other times and students, faces one of its
greatest transformation challenges.
Is Information Technology in Education the
answer to this challenge?
      There is no concensus on the impact
       digital technologies have on the students’
       learning.
      Despite that, new technologies invade
       everything, even schools, and are here to
       stay.
      How do we harness them to improve the
       quality of education?
      Can technology improve or add value to
       the processes which impact the quality of
       education?
                    Una mirada sistémica de la Escuela
                   The scope of Information Technology in
                   Education                  Otras escuelas
                               Laboratorio de ciencias                                                        Comunidad
      Escuela


                                                     Aula pre-básica



                                                                     Info de la escuela: matrícula,
                                                                     docentes, progresos de
                                                                     aprendizaje, asistencia,
                                                                     registros varios ….
                                                                                                      Providers
                                                                                            Políticas, programas, estadísticas,
                                                                                            resultados de estudios comparativos y
                                                                                            evaluaciones, …
Of Director                                                     Biblioteca



                                                                                                                  Ministerio

              Aula de secundaria
                                   Laboratorio de computación


                   Other schools
Policy Purpose:
       An ITE policy must have a stated objective providing
        coherence to actions taken, such as:
         Close the digital divide by providing technology literacy to all
            students (and teachers)
           Enhance students’ motivation and participation (absenteeism
            reduction, etc.)
           Improve teaching, leadership, management and decision
            making.
           Improve students’ “economic viability” by improving some of
            the skills related to future greater productivity at work.
           Expand learning opportunities, overcoming the geographical
            constraints
           Improve students’ curricular learning as a consequence of
            better classroom conditions and resources or as a
            consequence of a deep transformation in pedagogical
            models.
           Develop new skills, the so-called students’ “basic 21st
            century skills”
       Policies on Information Technology in Education are a
        fundamental part of each country’s education policies.
    Components of ITE Policy
Resistance
  (e.g.
 unions)
                                 Content                        MoE
                                                              and TTP             Country
                                                                                   Digital
                    Teaching Skills                                               Develop
                                                                                   ment
                                       Infraestructure
                                       and technical
                                       support                   Political will
                 Curriculum

        Usage
         and
       pedagog                                                                     Human
         ical
        models
                                                                                   Capital
                              Institucionality
                               and financial
             Managem            resources        Evaluation
                ent                                              Contents
             leadership
                                                                 Industry
UNESCO development areas
   Didier de Saint Pierre
    UNESCO consultant
ddesaint@navigogroup.cl

								
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