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Políticas educativas en Tecnología Educativa: el papel de la investigación y la autonomía del centro en la toma de decisiones
Educational policies in Educational Technology: the role of research and institutional autonomy in decision-making

Jesús Valverde Berrocoso. Extremadura (España)

 

 

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Políticas educativas en Tecnología Educativa: el papel de la investigación y la autonomía del centro en la toma de decisiones
Educational policies in Educational Technology: the role of research and institutional autonomy in decision-making

Jesús Valverde Berrocoso. Extremadura (España)

Resumen/Abstract

Resumen / Abstract


 La integración de las TIC en las aulas no está obteniendo los resultados esperados porque la política educativa en materia TIC adopta dos enfoques extremos, que se evidencian como insuficientes. Por un parte, una política educativa «macro», diseñada y orientada por los ministerios o consejerías de educación que está basada en (a) la adquisición de infraestructuras TIC, según las tendencias marcadas por la industria (aulas de ordenadores, portátiles, pizarras electrónicas, tablets) y (b) planes de formación del profesorado de carácter técnico y descontextualizados de las necesidades del centro escolar. Por otra, una política educativa «micro»: desarrollada por profesores innovadores, amantes de las nuevas tecnologías, basada en el autoaprendizaje, no comunicada ni compartida, con exigencias de grandes esfuerzos personales, con escasa valoración por parte de la administración educativa, con graves carencias de apoyo técnico y con resultados académicos de los que no existen suficientes evidencias científicas. Entre ambas tendencias deberíamos considerar dos estrategias: (1) Integrar la investigación educativa en la toma de decisiones de las políticas TIC, mediante un proceso a largo plazo de comunicación eficaz a toda la ciudadanía de los resultados y evidencias científicas sobre tecnología educativa. (2) Desarrollar politicas educativas TIC por parte de los centros educativos, dotándoles de la autonomía necesaria para elaborar sus propios planes, asesorados por expertos, tomando decisiones en base a evidencias y apoyados por la administración educativa en su desarrollo.


The integration of ICT in classrooms is not getting the expected results because ICT educational policy adopts two extreme approaches, demonstrated as insufficient. On the one hand, an education policy 'macro', designed and guided by the ministries or departments of education that is based on (a) the acquisition of ICT infrastructure, according to the trends set by industry (classes of computers, laptops, electronic whiteboards, tablets) and (b) plans for in-service teacher training focused on technical issues and regardless of the school context. In addition, an education policy 'micro' developed by innovative teachers, lovers of new technologies, based on self-learning, not reported and not shared, with personal demands great efforts, with little support from educational administration, with serious lack of technical support and academic results that there is insufficient scientific evidence. Between these two trends should consider two strategies: (1) Integrating educational research in decision making ICT policy, through a long-term process of effective communication to all citizens of the results and scientific evidence on educational technology. (2) Develop ICT educational policies by schools, giving them the autonomy to develop their own plans, advised by experts, making decisions based on evidence and supported by educational authorities in their development.

Palabras Clave/Keywords

Palabras Clave / Keywords


Política Educativa, Tecnología Educativa, Investigación Educativa, Autonomía institucional, Diseño de Programas.

Educational Policy, Educational Technology, Educational Research, Institutional Autonomy, Program Design.

Referencias/References

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Cómo citar/How to cite

Cómo citar / How to cite


Valverde, J. (2012). Políticas educativas en Tecnología Educativa: el papel de la investigación y la autonomía del centro en la toma de decisiones. Campus virtuales, 1(1), 43-50.

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