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Technological Innovation in Primary
Education
Author: Luisana Sleny López Alvarado
Instituto Universitario
de Administración y Mercadeo, CUAM
Yaracuy, Venezuela
Abstract
The purpose of this essay is to reflect on
technological innovation in Primary Education. In this idea, information
processing was used to support the analysis of the theoretical approaches
related to the relevance of education that is based on a significant
pedagogical practice capable of developing the capacities and interests, so
that they can appropriate the global and local content in the vision of access
to information, considering social opportunities. The restructuring to which
education has been subjected has been influenced by advances in science,
technology and the demands of a complex, dynamic and uncertain society in the
processes of educational innovation, which involves the introduction of
something new in education. the educational system, modifying its
teaching-learning structures through the incorporation of Information and
Communication Technologies (ICT) in the curricular design of primary education
in its intention to train for incursion into science and technology from use of
a wide range of didactic resources that lead to pedagogical innovation. It was
concluded that technological innovation in the educational praxis of primary
education, requires in addition to the vocation of service, to study the new
didactic paradigms to display their reflective capacity and assume the
commitment to acquire digital literacy to assume the requirements of a
knowledge society which is increasingly globalized.
Keywords: information technology; science; education.
|
Date Received: 27-09-2017 |
Date Acceptance: 13-12-2017 |
Innovación
Tecnológica en la Educación Primaria
Resumen
El propósito de este ensayo es reflexionar sobre innovación tecnológica
en Educación Primaria. En esta idea se utilizó el procesamiento de la
información con miras a sustentar el análisis de los planteamientos teóricos
relacionados con la pertinencia de la educación que se sustenta en
una praxis pedagógica significativa capaz de desarrollar las capacidades e
intereses, de forma que puedan apropiarse de los contenidos globales y locales
en la visión de acceso a la información, considerando las oportunidades
sociales. Las reestructuraciones a las que ha sido sometida la
educación, se han visto influenciada por los avances en la ciencia, la
tecnología y las demandas de una sociedad compleja, dinámica e incierta en los
procesos de innovación educativa, que comporta la introducción de algo nuevo en
el sistema educativo, modificando sus estructuras de enseñanza-aprendizaje a
través de la incorporación de las Tecnologías de Información y comunicación
(TIC) en el diseño curricular de la educación primaria en su intención de
formar para incursión en la ciencia y tecnología a partir de uso de una amplia
gama de recursos didácticos que conllevan a la innovación pedagógica. Se concluyó que la
innovación tecnológica en la praxis educativa de la educación primaria, requiere además de la vocación de servicio, estudiar los nuevos
paradigmas didácticos para desplegar su capacidad reflexiva y asumir el
compromiso de adquirir alfabetización digital para asumir los requerimientos de
una sociedad del conocimiento que es cada día más globalizada.
Palabras clave: tecnología de la información; ciencia;
educación.
|
Fecha de Recepción: 27-09-2017 |
Fecha de Aceptación: 13-12-2017 |
1. Introduction
Contemporary society has demanded a preparation that is more specialized
to take advantage of advances in science and technology. The demands of a
reality, beyond modernity as a derivative of globalization. These changes begin
in the middle of the 20th century, due to a frequent reorganization of
knowledge that demands new approaches and ways of approaching technical,
scientific, and social advances, among others that respond to the requirements
for an educational innovation consistent with access to education. information
and global knowledge.
On the other hand, the informative access is influenced by the advances
of the knowledge answering mainly to the technological, social and cultural
process, due to the increasing boom of the communication between the different
countries of the world. Reason why, in the educational field, one must respond
to the demands of innovation of a knowledge society capable of adapting to the
transformations required in the global scope of the 21st century.
The contemporary school praxis, the construction of significant
knowledge that generates in the students an integral development. In this
particular, intellectual, technological and social training, to express
information. It is about assuming a vision capable of innovating the
educational praxis, awakening the awareness of the why and for what of the
pedagogical action, which represents a conception of belonging to the knowledge
society.
The indicated aspects allow to indicate the purpose of this essay is to
reflect on technological innovation in primary education. Likewise, the
documentary processing of the information will be carried out through a review
of the most relevant aspects in terms of supporting the analysis of the
theoretical approaches related to this subject, which are explained below.
2. Analysis
of Theoretical Approaches
The quality of education can be
conceived as a human means capable of transmitting sociocultural values to
contribute with educational relevance to the development of contemporary
society. For this reason, educational relevance requires curricular flexibility
capable of shifting the traditional pedagogical emphasis to the transmission of
knowledge in the teaching-learning processes, able to pay attention to the
interests, needs, motivations of learners at all levels and modalities of the
educational system.
In this sense, Tünnermann (2000):
explains that "the relevance of education will be judged in the future
applying a series of criteria, in which of denoting the ability of institutions
to connect with a diversity of partners at different levels and work with them
in a creative way" (p.183). Suggests, therefore, a significant pedagogical
praxis capable of developing the capacities and interests, in such a way to
appropriate the global content, as well as local in the vision of access to
information, considering social opportunities; therefore, it constructs and
legitimizes social inclusion as the search for possible solutions and an urgent
need for the sustainable development of the country.
On the other hand, access to
information has influenced knowledge by responding mainly to the technological,
social and cultural process, due to the growing boom in communication between
the different countries of the world. In this sense Samper (2002a): points out
"the benefits of globalization are directly associated with its
possibilities of being truly global, that is, for all (...) and of creating an
environment for its development that respects cultural pluralism" (p.44).
It means an area of globalization, represents a constant transformation of
the educational reality.
This contextualization, lead to
understand that the changes generated by the advances have led to the
fragmentation of knowledge and innumerable transformations in the conception of
knowledge. Reason why, the educational field must respond to the demands to
adapt to educational transformations required in the field of the XXI century.
The restructuring of education, increasingly influenced by advances in science,
technology, in accordance with the demands of a complex, dynamic and uncertain
society in the processes of educational innovation.
The main studies on educational
innovations, have an inductive logic, because most analyze the experiences that
have been made and on them to theorize. These presumptions have been used
recurrently in conceptual discussions and educational practices. Some authors
have come to coin the term as "innovation theory" to refer to their
contributions.
Similarly, Tejada (1998): explains
that innovation implies "an action that involves the introduction of
something new in the education system, modifying its structures and operations
in such a way that its educational products are improved" (p.28). For this
reason, the schemes are restructured and ideas flow in the organizations when
everything is planned, with it the different meanings can be clarified.
Precisely, new technologies
constitute a link in current education, because there is no doubt the existence
of a large number of school institutions venturing into the acquisition of
basic knowledge for the use and use of computer tools. According to Bawden
(2002): this learning refers to "electronic literacy" (p.15). This
author suggests, as one of the essential objectives of the technological
incursion, the school education of citizens for the digital era, from a
perspective of educational innovation.
In correspondence with the demands of
educational innovation, teachers must recognize the meaning of their action,
their relationship with techno-scientific knowledge, in relation to article 103
of the Constitution of the Bolivarian Republic of Venezuela (1999), starting on
which the educational policies centered on human, personal, social,
professional and ethical development are based; from a reflective perspective
of the teaching profession, giving meaning to the ways of thinking, feeling and
doing of pedagogical practice, in terms of achieving educational quality.
For this reason, the Venezuelan
education system responds to the needs of innovation, with the incorporation of
Information and Communication Technologies (ICT). This was stated in the
premises of the Ministry of People's Power for Education (2007), in the
Curriculum Design of the Bolivarian Educational System as an integrating axis
of the training policies in which it is established:
The incorporation of
ICTs in educational spaces and processes contributes to the development of
potential for their use; which is why the SEB, in its intention to train the
social, supportive and productive being, user and user of science and
technology according to the well-being of their community (p.58).
In this sense, technologies represent an integrating
axis that permeates all the components of the curriculum, at all stages of the
process. Seen in this way, the term innovation is widely used in the
educational field, but not always talking about innovation is being referred to
the same. In relation to the term, it is found in different denominations
displayed in the historical journey represented by Huberman (1973); Havelock
and Huberman (1980); Sancho, Hernández, Carbonell, Sánchez and Simo (1993); and
even Blanco and Messina (2000), which have used this conceptualization when it
comes to innovations (a) educational, (b) in education, (c) educational or (e)
with educational effect. In this sense, Rivas (1995), points out:
The meaning of
educational innovation, are manifested at all times and in all dimensions of
life. In recent decades the pace of change has accelerated and multiplied (...)
Two factors must be highlighted: the development of scientific knowledge and
its dissemination, the greater participation, aspirations and social demands
(p.17).
Innovation involves the construction of new learning,
in turn represent the development of training processes. In this way, the
processes generated by innovation, which translate into improvement projects
for educational actions progressively lead to the interrelation of theory and
practice. This interrelation is known as educational praxis, which, in turn,
constitutes the object of innovation. Asensio (2010), suggests as an
interpretation:
In our days as a
synonym of "improve", of "positive renewal", of
"creativity" and, therefore, to people with "innovative spirit",
more than those who simply perform their work well, they are considered "
very valuable ", in different professional fields (p.169).
In this sense, the processes of technological
innovation in pedagogical practice, involve the use of strategies in teaching
methods, through which it is to introduce new knowledge, concepts and attitudes
in the didactic knowledge of teachers in the pedagogical systematization
represented in To a great extent, as the condition "sine qua non" of
the formative processes, in terms of provoking changes in teaching-learning.
For this reason, De Pablos (2009): explains that it is
a relatively young discipline that incorporates relevant knowledge; In addition
to digital competences, in order to respond to technological proposals
developed in educational centers and in the educational practices of teachers
in classrooms, it involves a technological dynamic aimed at innovation in the
training of students.
Therefore, educational technology, forms the didactic
environment where teaching situations are planned, involves the design of
digital media, such as the use of multimedia, virtual forums, audiovisual
products, software associated with educational processes through the use of of
didactic strategies such as: conceptual maps, case-based learning and
meaningful constructivist learning projects.
In the same order of ideas, technological innovations
in primary education are considered important for students, in terms of
fostering digital literacy, from which they can adapt to the social changes
produced by the globalization of information and education. knowledge, as an
expression of the reorganization of new approaches to address technical,
scientific, social advances, among others, related to the conception of the
knowledge society.
In this idea, the knowledge society, according to
UNESCO (2005), describes "the development of networks gives knowledge an
increasing importance in all social structures inducing a new form of
technological dependence" (p.152). That is, it responds to the growing
boom in communication between the different countries of the world, which
represents an opportunity to adapt to the requirements of globalization.
In the technological field Samper (2002b): points out
"the benefits of globalization are directly associated with its
possibilities of being truly global, that is, for all (...) and of creating an
environment for its development that respects cultural pluralism" (p.44).
In this area of globalization, the knowledge society is benefited by the use
of global information, reflected in a constant transformation and
restructuring.
The contextualization that precedes, leads to
understand that there are changes generated by techno-scientific advances,
which have led to the fragmentation of knowledge and innumerable
transformations in the conceptions about knowledge, competencies and attitudes
to face contemporary requirements. Reason for which, the educational
environment, educational transformations, requires formative restructuring in a
complex, dynamic and uncertain society.
Cebrián (2003): points to innovation as the means to
generate knowledge, in addition to building a new culture associated with the
use and implementation of ICT associated with lifelong learning. These ideas,
in general, allude to changes, both structural and attitudinal; the pressures
and potentialities for the creation of new meanings in the educational process,
which introduce the idea of something different; although, this meaning
leaves other possibilities open in the improvement of the pedagogical process.
Educational innovation can be understood, from a broad
perspective, as synonymous with changes. De León (2005): points out the
creation of "processes and strategies, more or less systematized, through
which it is about introducing and causing changes in current educational
practices" (p.11). Also, it is associated with the transformation that has
an ideological, cognitive, ethical and effective component that arise in
temporal contexts, so it has a genesis of evolution caused by scientific,
social advances related to Information Technologies and Communication (TIC).
ICT, are innovative tools, which allow the use of
novel forms of interaction between school actors in all stages of life and
educational levels. In addition to the above, Information and Communication
Technology (ICT), described by Alvarado and Molano (2017): those who maintain
that they are "favorable to socio-educational pedagogical practice, if
they are understood as complementary teaching strategies" (p.8).
Represents a heterogeneous set of techniques, computer programs, among other
technological resources that are useful for society that have a favorable
impact on the education sector.
According to the
indications, the use of ICT as an educational innovation must be developed by
teachers, through the use of instructional tools reflected in the curricular
design, oriented with the technical requirements for its correct use for the
learning of students. According to Salina and Batista (2001): new technologies
offer opportunities for interactive learning to education, from that wide range
of resources, you can create all the necessary learning environment to make way
for pedagogical innovation.
Another aspect to
consider, is the relationship between the pedagogical innovation that is
articulated under the concept of curricular transformation is concretized in
two areas of intervention: The novel didactic proposals improve the didactic
practice of teachers, through the implementation of constructivist methods of
collaborative learning, as well as the use of technological strategies for the
elaboration of complementary materials that facilitate the reorganization of
time and educational space in the pedagogical use of ICT.
The technological pedagogy
is oriented in curricular approaches, that is, that teachers introduce
modifications to the different contents of the subjects or areas of knowledge
of the formal curriculum to adapt them to the needs, interests and specific
context of the students, either through of the design of teaching units, maps,
or strategies that favor the achievement of meaningful learning.
Regarding
innovations, the teacher uses reflexively and flexibly knowledge, skills and
tools to achieve significant learning in their students, from the approaches of
Ausubel (2000a): refers to "a content with its own logical structure as to
that material that can potentially be learned in a meaningful way, that is,
with meaning and meaning for the person who internalizes it" (p.120). In
formative terms, it implies an integral pedagogical process, where the
construction of knowledge adjusted to the needs and interests of the students
is promoted.
The cognitive
theorists postulate that it implies an active restructuring of the perceptions,
ideas, concepts and schemes in their cognitive structure involved in the
relevant teaching-learning process with the interests of the learners and the
contemporary global reality. Regarding Ausubel (2000b), it suggests
requirements for meaningful learning, where the student must:
Manifest, a disposition
to relate substantially and not arbitrarily the new material with its cognitive
structure, as that the material it learns is potentially significant for it,
that is, related to its structure of knowledge on a non-arbitrary basis (p.48).
In this idea, the development of the
teaching-learning process requires the choice of coherent and effective
strategies that favor the innovation of the teacher's praxis from the
possibility of offering improvements in school quality. As a researcher I
deduce in the light of the presented approaches that pedagogical innovation,
are always present in the school daily life, and should not go unnoticed,
especially when they are produced as a result of scientific, technological and
social advances, caused by the epochal changes from which the relevance of the
curricular transformation in primary education is circumscribed.
3. Conclusions
From a
documentary review of the constructs as reference axis in the development of the
students' competences before the didactic activities leading to the innovation
in the teaching-learning process, for which it is necessary to assume the
incorporation of the Information Technologies and Communication (ICT) in the
school framework, from the understanding of the relevance of a relevant
education in the knowledge society in a globalized world.
The
vision of a globalized educational process, makes the commitment of teachers in
Primary Education unavoidable to develop in the educated technological literacy
from an innovation of school pedagogical practices in the educational task at
all levels and modalities of the Venezuelan educational system.
Technological
innovations, in general, allude to changes, both structural and attitudinal.
Likewise, it requires the profitable appropriation of ICT in the
teaching-learning process, in all levels and modalities of the Venezuelan
educational system, which leaves open the possibility of an improvement of the
quality of primary education as the formative basis of the citizens.
Technological
advances represent the total set of media that make ICT an educational
innovation, which has arrived to adapt to the requirements of the
teaching-learning process, because the internet as a communication, information
and knowledge portal has had an acceptance in all socio-educational areas and
primary education is not the exception.
Finally,
it was concluded that the praxis of primary education requires, in addition to
the vocation of service, to study the new didactic paradigms in order to
display the commitment to acquire digital literacy to assume the requirements
of a knowledge society that is increasingly globalized. It is about promoting a
technological innovation capable of going beyond the curricular contents, to
awaken awareness of their responsibility to participate in the transformations
of educational models and strategies in the construction of a relevant
teaching-learning process with quality required by globalized social
environments.
4.
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Luisana Sleny López Alvarado
e-mail: sleny_82@hotmail.com
Born in Venezuela. Degree in Sports Science from the
Universidad Experimental de Yaracuy (UNEY). Master of Science, Mention of
Behavior Guidance at the Centro de Investigaciones Psiquiátricas Psicológica
Sexología de Venezuela, Barquisimeto, Lara state. PhD student in Education, in the UPEL-CUAM Convention,
San Felipe, Yaracuy state. Teacher of the Ministry of the Popular Power for
Education 2014-2017. Researcher.
The content of this manuscript is
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- Original Version in Spanish -
DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.8.18.334-349