Tecnología al servicio de la educación | Red de experts | Planet Futuro

La Cumbre para la Transformación de la Educación, que se celebró en Nueva York del 16 al 19 de September, made a call to the countries gathered in the General Assembly of the United Nations and to the members of the educative communities to transform the education to avoid una crisis mundial del aprendizaje. Is technology the solution that the world needs?

Pocas veces la educación había vivido un momento tan importante como el que está viviendo hoy. Perhaps the last time that the role was so relevant in the agendas of global leaders was in May 2015, when 1,600 participants from 160 countries, including 120 ministers, met in the Republic of Korea and approved the Declaration of Incheon for Education 2030. This document establishes the road map for the world educational agenda during 15 years, making a call to all countries to guarantee an inclusive, equitable and quality education and promote learning opportunities during all vida para todos

It was there that the UNESCO Monitoring Report on Education in the World (GEM Report) received the mandate of 160 governments to monitor and report on the progress of education in the Sustainable Development Goals (SDGs), and especial del ODS 4, objetivo mundial para la educación. También, apoyar la implementación de strategies nacionales e internacionales para que los partners rindan cuentas de sus compromisos.

A pesar de estos compromisos, estamos lejos de alcanzar una educación inclusiva, equitativa y de calidad para todos. Recent estimates from the Informe GEM and the Instituto de Estadística de la UNESCO confirm that 244 million boys and girls are still out of school, while 147 million students lost more than half of their classroom learning by 2020. Although the pandemic covid-19 spurred unprecedented innovations and helped many countries to reimagine their educational systems, también puso en evidencia la brecha digital dentro de los países y entre los mismos. ¿Cómo transformar el aprendização con una revolución digital cuando more than two thirds of the students in edad escolar no tienen acceso a internet en sus hogares?

Con la pandemia, se hizo evident la necessidad de acelerar el uso de la tecnologia en la educación. El cierre de las escuelas obligó a los gobiernos a recurrir a la formationa a distancia para no interruptir el aprendizaje. En los países de resources más limitedos, se utilizaron programas de radio y televisión, tools that traditionally had been used by these países to reach the most remote populations. Mobile phones and online learning platforms emerged as alternatives and multiplied actors around the world proposing tools, platforms and programs for teaching services.

If used adequately, the digital revolution could be one of the most powerful tools to guarantee quality education for all

Sin embargo, la pandemia quickly demonstrated that no era suficiente con tener acceso a dispositivos ya una connexion rápida y estable a internet. Sin programas de formación docente y sin metodologías de enseñanza-apprendizaje innovatoras que acompañen el dominio de competencias básicas y digitales, no puede haber una verdadera transformación educativa. La connectidad es una condición indispensable, pero no es suficiente.

¿Puede revolucionarse el aprendizaje con el uso de la tecnología? If used adequately, the digital revolution could be one of the most powerful tools to guarantee quality education for all and for all, transforming the form in which professors teach and students learn. Pero si no, podría exacerbar las inegalidades y socavar los resultados del aprendizaje, como ocurrió en algunos países durante la pandemia. This idea, which serves as the cornerstone of the próximo Informe GEM sobre tecnologia y educación, was also reflected in the declaration of the Secretary General of the United Nations, António Guterres, at the summit of the Summit on the Transformation of Education celebrated in September.

The Informe de seguirio de la educación en el mundo 2023 sobre tecnología y educación de la UNESCO, which will be published in July 2023, will address two central themes: ¿qué problemas educación pueden ser resuelto con el uso de la tecnología? ¿And qué conditions deben cumplirse para que la tecnología esté al servicio de la enseñanza? The report suggests that instead of taking technology as a starting point, as it often happens, we must focus on the type of training we want and the main challenges we face to achieve it. The Agenda 2030 and the compromises agreed during the Summit nos dan una vision, la pregunta es cómo pasar a la action. Para ello se require alliances and collaboration of various actors, including representatives of the private sector, multilateral, international and regional organizations, as well as members of the educative communities.

Si queremos generara un verdadero cambio en la vida de miliones de niños y niñas a través de la educación digital, debemos trabajar juntos y buscar innovadoras solucións. For this, it is essential to put the technology to the service of education and no al revés. We recognize that much more is required than devices and connectivity to generate a positive change in educational systems and work with teachers, parents, students and leaders to transform the processes of training and learning. Finally, we need evidence and data to record decisions made in digital education that generate positive impact in the development of younger generations.

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