domingo, 14 de julio de 2013

El penúltimo carrito

La Nueva Tecnología educativa que no sustituya al maestro en el aula, al aula y a la escuela también, no es nueva ni buena.

Mis colegas empujan, 
camino al aula, el penúltimo carrito de las TIC. 

El iPad hace tanto o más daño en el ala, como en el comedor mientras se come y se conversa. 
Las TIC se ven más bonitas a mil millas del aula.
       
        Hemos avanzado un gran trecho al admitir que las tecnologías no piensan y que los niveles más altos de razonamiento y construcción de conocimiento se obtienen con cualquier tipo de tecnología, ya sea ésta arcaica, tradicional o emergente. Un mismo aprendizaje se puede lograr con distintos instrumentos, dice Pere Marqués. Precisamente, pensando en el desarrollo de destrezas de razonamiento y destrezas básicas, me voy con la tecnología arcaica. Prefiero contar con los dedos y el canto de las tablas aritméticas al Autosum (Σ) de Excel; el promedio mental al AVERAGE de cualquier hoja electrónica, el porciento mental al % de la calculadora, la tira de papel para la secuencia de imágenes con su correspondiente guión al Moviemaker... Dominadas estas destrezas, bienvenida sea cualquier otra tecnología.

Más allá de complementos y soportes

La Tecnología educativa que apoye, pero no sustitya al aula
y a la escuela, no es NUEVA ni BUENA

Antes de tener arrojo para aceptar las consecuencias de las tecnolgías que posibilitan el e-Learning y m-Learning, preferimos dejar las cosas como están a costa de desvirtuar el aula y desvirtualizar el aprendizaje electrónico y móvil. 

Esto es lo que nos ha traído el barco hasta ayer:

  • Enseñanza presencial.  El e-learning y m-learning suponen un complemento, una opción cada vez más necesaria para la enseñanza presencial. 
  • Enseñanza a distancia. El e-learning y especialmente m-learning constituyen hoy el soporte y canal comunicativo imprescindible para la enseñanza a distancia (Pere Marqués). 
En la enseñanza presencial se desvitúa el espacio físico al intentar virtualizar las interacciones y transacciones cara a cara, y se desvirtualizan las tecnolgías móviles y de comunicación al ponerlas a funcionar cuando estamos a una distancia de medio metro o un pié.

         “Con una lámpara iluminada por la electricidad generada por un balón de fútbol en cada cabaña (o una botella de cocacola), ¿quién necesita centrales alimentadas por carbón y redes eléctricas?  Si podemos asistir a las lecciones de matemáticas de Khan Academy gracias a los ordenadores baratos y fáciles de usar, ¿quién va a preocuparse por las complejidades de la reforma educativa?” se preguntan Charles Kenny / Justin Sandefur. La Nueva Tecnología educativa que no sustituya al maestro en aula, al aula y a la escuela también, no es nueva, ni necesaria. 
        Ante la avalancha de las ecologías personales para el aprendizaje (continuación del antiguo aprendizaje individualizado) que demandan control, dominio y personalización del equipo, medios, herramientas y recursos web por parte del estudiante (apoderamiento estudiantil), no faltan las propuestas del soporte y complemento que intentan prolongar la presencia parcial de la PDI y otros dispositivos en el aula. ¿Por qué no sacarles de una vez por todas de la sala de clase? ¿Por qué no utilizarlas a toda capacidad en la clase, si, pero fuera del aula? NOTA: Antes, "ir a clase" quería decir "entrar en la sala de clase"; ahora, en la ubicuidad, significa, entre otras cosas, "quedarse en casa", ni más ni menos.
        El sentido común nos dicta que el aula es el escenario perfecto para llevar a cabo transacciones e interacciones presenciales y psicosomáticas, y que cualquier otro escenario distinto al aula es mejor y menos costoso para las transacciones e interacciones virtuales. ¿Por qué hacer en el aula lo que puede hacerse en otros espacios a un costo menor? Incluso, la alfabetización digital, el ancla que se utilizaba para justificar las TIC en la sala de clase, ya no ocurre en el aula. Estamos conscientes que las interacciones tecnológicas por el hecho de ser ubicuas, también pueden darse en la sala de clase, claro, pero a costa de las interacciones psicosomáticas entre objetos-estudiante, estudiante-estudiante y maestro-estudiante.  
        Bienvenida la interacción tecnológica en el escenario educativo, fuera del aula, cuando:
  • La asistencia a la sala de clase (presencialidad escolarizada) y la interacción presencial (psicosomática) es imposible o innecesaria.
  • El contenido curricular no necesita de interacciones presenciales.
  • Sea más económico tratar el contenido curricular con interacciones tecnológicas-virtuales que con interacciones presenciales-psicosomáticas.
  • Las interacciones presenciales en el aula no necesitan el apoyo de las interacciones tecnológicas, ni las interacciones tecnológicas no necesiten el apoyo de las interacciones presenciales.
  • Se refuerzan las interacciones tecnológicas fuera del aula y las interacciones presenciales dentro del aula.
  • Las interacciones presenciales-virtuales sean igual y válidamente exclusivas, no inclusivas. Algo está demás, o las interacciones virtuales en el aula o el aula;  a no ser que se quiera interaccionar virtualmente en un escenario rico en interacciones presenciales, como lo es el aula.
  • En fin, cuando la asistencia al aula para establecer interacciones tecnológicas y virtuales, tenga el mismo sentido que la no asistencia a la clase para crear interacciones presenciales.
El último suspiro de las TIC en el aula

Quien a buen árbol se arrima, buena sombra le cobija.  TIC en todas las aulas (una PC para cada alumno) y todos para las TIC, reza el slogan de la nueva escuela. En este tejemeneje, quien se beneficia es el desarrollador de equipo-software interactivo pro TIC que utiliza cualquier estrategia y debilidad que detecta en el sistema educativo para incursionar en la sala de clase. Qué mejor oportunidad que la asistencia compulsoria, el fracaso y el abandono escolar para cargar el carrito de dispositiovs digitales e inundar las aulas con artilugios electrónicos, por aquello de la motivación, aunque se menoscabe el desarrollo de la inteligencia discursiva, lógica, dialógica, ética, psicomotora y manipulativa. Hagamos la siguiente prueba: una vez el grupo de estudiantes domine a cabalidad las competencias básicas, por ejemplo las del Trivium (marcadas por la presencialidad y mucho más simples que nuestro contenido académico), y las compoetencias de desarrollo personal, dediquemos el tiempo restante a interacciones tecnológicas y virtuales. Me temo que sobre tiempo.
        Tiene poco sentido viajar a Canarias para operar el telescopio robótico TADs situado en el Observatorio del Teide para estudiar, observar y descubrir los misterios del espacio, cuando se puede accesar al mismo desde el hogar o cualquier otro lugar, libre y gratuitamente, a través de la red Gloria (GLObal Robotic telescope Intelligent Array for e-science). Este ‘sin-sentido’ acontece diariamente en nuestras salas de clase cada vez que llevamos a cabo actividades con herramientas web y dispositivos móviles y/o estáticos; actividades que pueden llevarse a cabo, sin afectar el rendimiento académico, a otra hora y en otro lugar más sosegado, cómodo, tranquilo, íntimo, amigable, estimulante, deseable, hogareño, acogedor, ecológico, concentrado, rítmico y económico.
        La manía insistente de integrar las TIC en el Aula, NO en la clase, nos ubica en las décadas del 80 y 90 cuando el chirrido del carrito cargado de tecnologías emergentes de la época anunciaba el inicio de la clase bajo la dirección del maestro, sincronizador y coordinador del equipo aparatoso. Cada día se me hace más difícil comprender aquellos tecnólogos educativos que, en su afán de integrar las interacciones tecnológicas/virtuales en la sala de clase sustituyendo las ricas y polifónicas interacciones personales, empujan el penúltimo carrito de dispositivos digitales. Las TIC o se toman tal como son, atemporales, ubicuas y transistemáticas (extrescolares), o se dejan. Las TIC pueden integrarse en la clase (fuera del aula) un 100%. O, un 50%, un 25%, un 10%, por aquello de utilizar las estructuras escolares con la asistencia el % restante. La integración de las TIC en la presencialidad del aula, sería tan ridículo como integrar el aula física en la virtualidad de los cursos en línea. Así es como se desvirtúan elegantemente los dos tipos clásicos de Aulas, la presencial y la virtual.
        Las TIC son más efectivas fuera que dentro del aula porque:
  • El aula está diseñada para transacciones presenciales, no virtuales.
  • El aula no es el mejor escenario ni el más económico para transacciones virtuales.
  • El horario escolar típico no es el mejor tiempo para la virtualidad.
  • El equipo interactivo del aula suele ser común, no propio, y su manejo complejo.
  • La ecología salonesca del aprendizaje dificulta la personalización del aprendizaje con TIC, el PLE.
  • Fuera del aula, la interacción tecnológica/virtual es más rica, abierta, íntima, concentrada y profunda.
Complejidad de las TIC en el aula

Las aulas con m-tic resultarían tan complejas o más que las aulas con tecnología de las décadas del 80-90. Hemos visto pasar muchos carritos cargados con dispositivos muy variados y atractivos, diz que para motivar y retener la atención. ¿Se acuerdan de la TV en blanco y negro, la pantalla portátil, el proyector vertical, el carrusel de diapositivas, tocadiscos, tocacintas, proyector de películas, DVD, PCs, Laptops…?

Todo pasa y nada queda, sólo dos cosas permanecen: la pizarra-tiza de la administración y el smartphone del alumno. El carrito de dispositivos digitales (tablets, iphones, smartphones) es el penúltimo. Por ahí viene ya el último carrito, el que transporta estudiantes a la escuela. Hasta hace poco se llevaba a los estudiantes al aula para aprender, pero se impone llevar la enseñanza al lugar donde pasan la mayor parte del tiempo los estudiantes, a la plaza de las redes sociales. Izzui, en maridaje con Facebook y Quick Lessons, anuncian el final de las plataformas educativas (LMS, como Blackboard y Moodlepara el aprendizaje controlado y clausurado.



        No es fácil ocultar el papel orquestal del maestro cuando las tecnologías emergentes se apoderan de nuestras aulas. Observa el siguiente cuadro de texto entresacado del ppt que aparece incrsutado al final de esta entrada.

m-TIC en el aula
Tiempos de uso
-   20% del tiempo semanal: Explicaciones profesor en la pizarra digital
-   30% Los estudiantes exponen sus trabajos en la pizarra digital 
-   30% Trabajo individual o grupal con dispositivos digitales
-   20% Trabajo individual o grupal sin tecnología: usar libros, cuadernos.
Las aulas requieren además Internet y pizarra digital
-   Aula de tabletas/portátiles. Los dispositivos digitales están en un aula específica donde se traslada a los alumnos
-   Algunos dispositivos de apoyo en las clases que se usan para diversos trabajos individuales y grupales
-   Carros de dispositivos digitales (para su transporte, almacenamiento y recarga) que se trasladan a las aulas
-   Dispositivo digital personal para cada alumno con dos posibilidades: que sean del centro y el alumno lo usa en clase o que sea propiedad de cada alumno (lo llevará cada día a casa)
Fuente: Pere Marqués


El contenido curricular y la Educación de Mínimos

Nuestra propuesta es muy simple: desconectados dentro, bien conectados fuera; desarrollar el contenido óntico/básico dentro, y el contenido noético-práxico fuera, sin más salidas del penúltimo carrito.  El Currículum trimodal y la Educación deMínimos nos dan la clave para trabajar efectivamente con los distintos espacios (ecologías) y tiempos para el aprendizaje en la era digital.
  • Tiempo-espacio escolar (en el Aula, la presencialidad, sin conexión) para el contenido óntico y destrezas básicas para la vida. Desconectados 100%. Uso de  herramientas tradicionales, recursos naturales y humanos, soportes tangibles. Interacciones psicosomáticas-presenciales.
  • Tiempo-espacio ubicuo (fuera del Aula  (la virtualidad, conectados) para el contenido conceptual o noético y procedimental o práxico. Parte del contenido procedimental, como laboratorios, podría ser tratado en la presencialidad. Bien conectados 100%. Uso de herramientas y recursos web, soportes intangibles. Interacciones tecnológicas-virtuales.
_____________
Para aquellos que se empeñan a toda costa por un aula bien conectada, echen un vistazo al ppt completísimo, como suelen ser sus trabajos, de Pere Marqués


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    Los jóvenes tienen el poder y lo saben, se ríen de nosotros. Lastima que ello va acompañado de una desorientación moral de los niños por falta de adultos formadores.
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