Este capítulo examina las oportunidades que ofrece la tecnología para el desarrollo de habilidades en las escuelas, la educación superior y a lo largo de la vida. Explora la relación entre el uso de la tecnología en las escuelas y el desempeño de los estudiantes. También investiga el uso de las nuevas tecnologías por parte de los docentes y cómo las políticas pueden desbloquear el potencial de la tecnología para la enseñanza y el aprendizaje. Fuera de las escuelas, la tecnología ofrece nuevas fuentes de aprendizaje permanente a través de la educación abierta y cursos masivos y abiertos en línea. Este capítulo muestra que persisten las desigualdades en la participación de los adultos en actividades de aprendizaje en línea y analiza cómo los gobiernos pueden adaptar los sistemas para reconocer y certificar habilidades cuando las fuentes de aprendizaje se diversifican.
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No todos los estudiantes jóvenes tienen conocimientos tecnológicos (OCDE, 2015[7]; Kennedy et al., 2010), por lo que el uso de dispositivos digitales en las escuelas puede mejorar la capacidad de los estudiantes habilidades digitales.
Los recursos educativos abiertos, los recursos de aprendizaje digitales que se ofrecen en línea de forma gratuita y abierta a profesores, educadores, estudiantes y estudiantes independientes, se pueden utilizar en la enseñanza, el aprendizaje y la investigación (Orr, Rimini y van Damme, 2015).
En las escuelas, el uso de la tecnología no solo puede ayudar a los estudiantes a desarrollar las habilidades que necesitan para un futuro digital, sino que también permite formas innovadoras de enseñanza que previenen el fracaso escolar. .
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[1] "LEARNING IN A DIGITAL ENVIRONMENT │ 187 Digital competencies Not all young learners are technological savvy (OECD, 2015[7]; Kennedy et al., 2010[13]) so the use of digital devices in schools can enhance students’ digital skills."
[2] "Open Education Resources, the digital learning resources offered online freely and openly to teachers, educators, students and independent learners, can be used in teaching, learning and research (Orr, Rimini and van Damme, 2015[1])."
[3] "LEARNING IN A DIGITAL ENVIRONMENT Table 5.1. The role of pedagogies in shaping the use of new technologies in the classroom Technology type What pedagogies can do General ICT Use ICT as a complement Enhance motivation Promote digital literacy Encourage active learning to teaching practices “through” and not “to” and ensure students have and collaboration technology prior competences to use digital tools Multimedia materials Use sound instructional Encourage multimedia Accompany students, Ensure contents can be designs authoring as a tool for scaffolding the use of understood and learners thinking skills, materials can stay focused communication and self- expression development Multi-tasking and Enhance awareness of Design and implement Address harmful multi- Promote the use of interactive environments multi-tasking and of its environments based on tasking knowledge frameworks to consequences sound pedagogical help students connect approaches new information with prior knowledge Gaming Ensure the integration of Ensure exploration and Ensure students focus on Provide feedback to video games into the manipulation of realistic the learning elements of students and align games instructional context scenarios games to their learning capacity Collaborative and Web 2.0 Ensure Web 2.0 principles Avoid transmission of Enhance students’ Put forward new ways of environments are followed (e.g. student- content by the teacher/ capacities to self-regulate collaboration and learning generated content, relegation of students to and remain focused based on Web 2.0 tools, interaction and passive roles extending learning outside collaboration) the classroom Note: General ICT refers to digital technology (e.g. computers, smartphones, and software)."
[4] "As well as learning via technology at school, students need to learn about technology, including digital skills, such as browsing safely and effectively on the Internet, computational thinking, and digital critical thinking."
[5] "LEARNING IN A DIGITAL ENVIRONMENT Teachers’ skills, motivations and attitudes are instrumental for the way ICTs are implemented in the classroom (Voogt et al., 2013[53]; European Commission, 2013[49]) and hence, for their own students’ ability to make the most out of new technologies."
[6] "LEARNING IN A DIGITAL ENVIRONMENT │ 227 OECD (2016), Innovating Education and Educating for Innovation: The Power of Digital [12] Technologies and Skills, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264265097- en."
[7] "LEARNING IN A DIGITAL ENVIRONMENT │ 181 Making the most of technology at school In schools, the use of technology can not only help students develop the skills they need for a digital future but also enable innovative ways of teaching that prevent schools failure."
@online{robano2024,
author = {Robano, Virginia},
title = {Resumen del documento sobre aprendizaje en entornos
digitales, OCDE 2019},
date = {2024-05-16},
url = {https://ceibal-fichas-edtech.netlify.app/posts/oecd learning in a digital environment/},
langid = {es}
}
