De las propuestas de la Administración a las prácticas del aula

Authors

Cristina Alonso CanoSalto de línea Silvina Casablancas VillarSalto de línea Laura Domingo PeñafielSalto de línea Universitat de Barcelona. Departament Didàctica i Organització Educativa. Barcelona, España.Salto de línea Salto de línea Montserrat Guitert CatasúsSalto de línea Universitat Oberta de Cataluña. Barcelona, España.Salto de línea Salto de línea Óscar Moltó EgeaSalto de línea Joan-Anton Sánchez i ValeroSalto de línea Juana M. Sancho GilSalto de línea Universitat de Barcelona. Departament Didàctica i Organització Educativa. Barcelona, España.

Abstract

From public policy to classroom practiceSalto de línea Salto de línea This paper presents some of the processes and results of a research project1aimed at describing, analysing, interpreting and assessing the technological and educational vision underpinning policies related to the use of Information and Communication Technologies (ICT), their degree of integration in the primary and secondary school curriculum, their synergy with other policies and their capacity to foster change and improvement in compulsory education. This research has been undertaken from a constructionist perspective. This epistemological and methodological umbrella approach takes the form of the use of specific methods and a set of intellectual tools as well as collecting, analysing and interpreting techniques specified in: (a) the critical analyses of educational policy in relation to the use of ICT in the educational system implemented in Catalonia in the last 20 years, including 12 in-depth interviews with key figures in the development and execution of this policy; (b) the carrying out of 4 case studies (in 2 primary and 2 secondary schools) in order to detect ways of appropriation of the official discourse at school level, or the development of alternative responses and their corresponding discourses. Our research clearly reveals that the fragmented culture of schools is aggravated by the fragmented way of carrying out educational policy. A deep restructuring of the current educational policy, so as to enable the educational system to be considered as a whole, is required for ICT to be able to offer multiple resources for teaching and learning practices and to become a factor for motivation, dynamisation, innovation and improvement of teaching and learning processes, in other words, to become learning and knowledge technologies (as the Department of Education of Catalonia aims to do at present). This process implies, above all, an integrated and coordinated method to encourage it, and to put it into practice.

Keywords

Educational policy, educational practice, Information and Communication Technology, Learning and Knowledge Technologies