Wednesday, October 31, 2012

Teaching with Tecnology

Chapter in "Educación para la Transformación"

Authors: Eugenio Severin y Christine Capota

Inter American Development Bank

September 2012

Download: PDF (in Spanish)

Executive Summary

The introduction of technology in education (Ted) is gaining momentum in Latin America and, year after year, increasing the amount of resources devoted to the purchase of computer equipment for incorporation into the classroom. In the last 30 years, in the history of the region abound isolated episodes to incorporate technology where the spontaneous enthusiasm of government officials, the pressure seemingly unique offerings from the tech industry, or social pressure a citizenry that demands immediate action to improve the quality of education, have pushed implement projects disconnected from the objectives and actions that are part of the educational policies of the countries. Although there is little empirical evidence that irrefutably proves a positive impact of these investments on educational outcomes, there is a widespread perception that the incorporation of technology in education and enable new educational practices will improve educational outcomes.

In this chapter, after a review of the literature and experience of the IDB, it is proposed that the technology should be incorporated in a holistic education, with special emphasis on the pedagogical aspects of educational technology interventions and, more specifically, that teachers and new teaching methods meet critical roles in the successful integration of technology education. The chapter is divided into four parts. In the first, a brief review of the literature available to date on the impact of technology in education (Ted) in teaching and describes the framework used by the Inter-American Development Bank (IDB) in all projects related to Ted. The second part focuses on the relationship between teachers and technology, as educators are critical to the implementation of projects of Ted. The third part is an analysis of research-based teaching methods and enabled by technology, led to the use of technology in teaching. Finally, in the fourth part are some ideas in conclusion about teaching with technology.

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