{"id":66,"date":"2020-04-08T01:37:02","date_gmt":"2020-04-07T23:37:02","guid":{"rendered":"https:\/\/diarieducacio.cat\/espiral\/?p=66"},"modified":"2024-05-13T17:31:18","modified_gmt":"2024-05-13T15:31:18","slug":"socors-aquest-ordinador-i-jo-no-ens-portem-be","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/espiral\/2020\/04\/08\/socors-aquest-ordinador-i-jo-no-ens-portem-be\/","title":{"rendered":"Socors, aquest ordinador i jo no ens portem b\u00e9!"},"content":{"rendered":"

 <\/p>\n

L’educaci\u00f3 formal ha d’assumir el repte d’acompanyar l’alumnat en el desenvolupament de la seva Compet\u00e8ncia Digital, ja que aquest \u00e9s un dret b\u00e0sic de tot ciutad\u00e0 que influenciar\u00e0 les seves possibilitats d’\u00e8xit en la vida (Momim\u00f3, 2016). I at\u00e8s que les fam\u00edlies no tenen per qu\u00e8 tenir els recursos o coneixements necessaris per a garantir el desenvolupament de la Compet\u00e8ncia Digital dels seus fills (Jubany, 2016), aquesta responsabilitat recau en l’educaci\u00f3 formal.<\/p>\n

I aqu\u00ed estem nosaltres a l’aula, enfront dels nostres alumnes. Disposats a mostrar les nostres millors habilitats docents i a fer-ho, com el context requereix, integrant les Tecnologies Digitals. I de sobte, alguna cosa falla… el v\u00eddeo que hem creat amb tant afecte no t\u00e9 volum o b\u00e9 no podem mostrar-los la darrera activitat que hem dissenyat per a ells al campus virtual, perqu\u00e8, una vegada m\u00e9s, no funciona la wifi. I ens bloquegem. Som docents, no t\u00e8cnics inform\u00e0tics. Ens sentim insegurs amb la tecnologia, i no \u00e9s la primera vegada.<\/p>\n

Amb l’objectiu de donar veu als docents, \u00e9s interessant poder recollir la seva percepci\u00f3 respecte a com se senten davant d’aquestes situacions. En una investigaci\u00f3 basada en estudis de casos en centres d’Educaci\u00f3 Prim\u00e0ria i Secund\u00e0ria (V\u00e1zquez, 2019), s’han pogut identificar una s\u00e8rie de factors que els docents relacionen amb la inseguretat pr\u00f2pia o dels seus companys a l’hora d’integrar les Tecnologies Digitals a l’aula:<\/p>\n

    \n
  1. Es perceben les Tecnologies Digitals com una amena\u00e7a a pr\u00e0ctiques educatives tradicionals<\/strong> (Robinson i Aronica, 2015; Romeu, Guitert, V\u00e1zquez i Alonso, 2013). Per exemple, en relaci\u00f3 al des\u00fas del llibre de text o al fet que els docents se sentin insegurs a l\u2019endinsar-se en processos d’aprenentatge que es distancien de les experi\u00e8ncies que van viure quan eren alumnes, possiblement perqu\u00e8 no van ser formats per afrontar el repte que suposa ensenyar de manera diferent a la qual s’ha apr\u00e8s (Fern\u00e1ndez i Fern\u00e1ndez, 2016).<\/li>\n
  2. Mancances en la Compet\u00e8ncia Digital Docent<\/strong>, ja que els docents que se senten poc competents digitalment es mostren insegurs a l’hora d’integrar les Tecnologies Digitals en les seves activitats (Kirschner, 2015; Marina, 2015).<\/li>\n
  3. Exist\u00e8ncia d’una bretxa tecnol\u00f2gica entre docents i alumnes.<\/strong> Malgrat que ni l’\u00fas ni la pertinen\u00e7a a una generaci\u00f3 concreta implica que l’alumnat sigui competent digitalment (Gallardo-Echenique, Marqu\u00e8s-Mol\u00edas, Bullen i Strijbos, 2015; Hatlevik i Christophersen, 2013) i que encara que l’alumnat percebi un alt nivell d’\u00fas de les Tecnologies digitals aquest sol ser superficial (Pedr\u00f3, 2015), hi ha docents que se senten insegurs en percebre que l’alumnat t\u00e9 m\u00e9s desenvolupades les seves habilitats digitals.<\/li>\n<\/ol>\n

    Addicionalment, l’arribada de les Tecnologies Digitals ha generat situacions que de vegades produeixen en el professorat la sensaci\u00f3 de p\u00e8rdua de temps (Alonso, Guitert i Romeu, 2014) o manca de control (Tallvid, 2016), generant la necessitat de crear noves din\u00e0miques a l’aula (Consell Escolar de Catalunya, 2015) que de vegades els fan abandonar la seva zona de confort.<\/p>\n

    Per\u00f2 l’inter\u00e8s d’aquesta investigaci\u00f3 potser rau, m\u00e9s que en la identificaci\u00f3 de factors que generen inseguretat, en les propostes que realitzen els docents per superar aquesta sensaci\u00f3, les quals s’engloben entorn de dos grans eixos. En primer lloc cal assumir el canvi de rol en la figura del docent i de l’alumne<\/strong> acceptant nous escenaris en els quals el docent es converteix en guia (P\u00e9rez-Mateo i Guitert, 2014; Resnick, 2017) i l’alumnat pot mostrar major coneixement d’alguns continguts, el que no vol dir que tingui m\u00e9s domini que el seu professorat en relaci\u00f3 a la capacitat d’aprendre amb Tecnologies Digitals (Gallardo-Echenique et al., 2015). Superar la premissa que “el mestre ha de saber m\u00e9s que l’alumne” (Miller, 2015) permet visualitzar els coneixements tecnol\u00f2gics de l’alumnat com una oportunitat per incidir en el seu aprenentatge de manera positiva (Burgess, 2018; Ojando, Benito i Prats, 2017) .<\/p>\n

    En segon lloc, treballar col\u00b7laborativament <\/strong>amb altres professors suposa una estrat\u00e8gia formativa clau (Rubia i Guitert, 2014), ja que al sentir-se acompanyats per altres docents amb habilitats i inter\u00e8s per promoure l’\u00fas de les Tecnologies Digitals al centre, el professorat se sent m\u00e9s motivat i competent (Cepeda, 2013) i \u00e9s capa\u00e7 de superar les inseguretats percebudes per transformar-les en oportunitats (Orlando, 2014). Potser la clau estigui en deixar de donar-li voltes i simplement intentar-ho, doncs, tal com diu un proverbi japon\u00e8s, “l’\u00e8xit \u00e9s caure set vegades i aixecar-se vuit<\/strong>“.<\/p>\n","protected":false},"excerpt":{"rendered":"

    En el context de la Societat Digital, els docents sentim que integrar les Tecnologies Digitals a les aules \u00e9s el nostre deure. El nostre alumnat es desenvolupa en un m\u00f3n on les tecnologies s\u00f3n omnipresents i l’escola no pot donar l’esquena a les oportunitats que aquestes els poden brindar.<\/p>\n","protected":false},"author":501,"featured_media":67,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[100],"tags":[105],"tipo":[],"class_list":{"0":"post-66","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-espiral","8":"tag-competenciadigital-societat-alumnes"},"yoast_head":"\nSocors, aquest ordinador i jo no ens portem b\u00e9! - Espiral, educaci\u00f3n y tecnolog\u00eda<\/title>\n<meta name=\"description\" content=\"Estrat\u00e8gies per superar la inseguretat docent causada per la integraci\u00f3 de les Tecnologies Digitals a l'aula segons percepci\u00f3 del professorat\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/diarieducacio.cat\/espiral\/2020\/04\/08\/socors-aquest-ordinador-i-jo-no-ens-portem-be\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Socors, aquest ordinador i jo no ens portem b\u00e9! 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