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Deployment Team/Resources/GuideXOGabon (view source)
Revision as of 22:12, 6 May 2009
, 22:12, 6 May 2009no edit summary
(2 Who needs to be improved by all educational contributions.)
==Chapter 1==
Based on the premise that information technology and communication are a
and pervasive challenge in the 21st century, where it has invaded all
sectors. The computer becomes a tool for promoting and
deepening and the creation of knowledge. The school institution for the training of
future citizens and it is open with the ambition to become familiar with this tool. In
level, initiatives have flourished, and before any official devote
ICT in schools. Today, these tools have become indispensable to the point where
is no longer a "modern" without them. ICT has made a
spectacular in education to become a teaching tool and
education with which we must join if we do not want to fall behind
in the evolution and development of the world of education. It is in this context that the
skills in ICT and especially the micro-computer for both
teachers for students in context is a matter of importance. The meaning
the advent of XO in primary lies therefore in the initiation of students to the culture of
knowledge creation in the early years of schooling. We ask
However, the question, what is the relevance of ICTs in
teaching methods, but also in teaching methods and
learning? To do this, we entreverrons:
* The educational purposes;
* The metaphor underlying the design of the XO operating system;
* The relevance and burden associated with the introduction of IT in
school context.
===The educational purposes===
In the law 16/66 of 9 August 1966:
In its 5th section, this Act provides that "teaching methods use all
modern means appropriate in addition to lectures. The programs will be
based social and economic conditions and trends. "
The loi16/66 of 9 August 1966 on the organization of education in Gabon, states
3rd Article: "The education must ensure the physical, intellectual,
moral and civic future citizens. It must contribute to national unity and cohesion
social, thanks to information and exchange of information with other bodies
the state. " Education must therefore provide the individual training multidimensional. The
educational policy in Gabon seeks development, social integration and
economic citizen. It should make the student to develop their curiosity about
of society and the world around them better by openness, but also
participate in economic and social development of his country.
In its 5th section, this Act (16/66) stipulates that "teaching methods
using all modern means appropriate in addition to lectures. In this,
ICT is a good response to these expectations. With this in mind that policies
educational advocate the strengthening of technological education, but also
integration of IT in schools. The integration of ICT in context
school is not subject to any challenge in Gabon, judging by the many projects
undertaken.
The school must gabonaise train citizens happy, able to master a certain
amount of knowledge (scientific, technical) to fit into the social fabric and
economic, and thus to participate in economic and social development. It should form
women and men with a sense of responsibility, able to act, to invent and
to create in all fields. Education must prepare people to cope with
needs of new technology required the development of a country at a time
given.
Curricula designed to build knowledge, skills, and knowledge being essential to
instruction, education and training of citizens, development actor. These
curricula designed to help students not only to build a range of knowledge
interdisciplinary in order to make him a competent player, capable of contributing to
socio-economic development of the nation, to cope with possible problems
may impede this development.
As defined, the objectives and purposes of education are largely gabonais
up to the introduction of a project such as the XO, since the hour is to
reforms. The integration of ICT in schools is a political willingness
Gabon, to judge by the many projects undertaken in this direction. This project
progressive integration of ICT in schools aims to redefine the place and
role of the tool, which could be a plus for the mental processes beyond
it is instrumental, in exercising its influence on our modes of thought and
learning. In this regard, the failure of attempts to introduce the tool
in school, particularly that of 2001 could be explained by the dislocation
between ICT and the curriculum. The introduction of the XO in a school context, especially in
primary schools is to "make a difference in terms of education
enabling teachers, as well as students turn their
relation to knowledge "(Désautels, 2008).
From that moment, it would be interesting to look a little to the metaphor
which inspired the design of the operating system XO. For, it must be said, this design
responds adequately to the expectations of the conceptual framework of theories which underlie
new methods and theories of education.
===The metaphor underlying the design of the operating system of XO===
The design of the XO meets a number of requirements and need because it
This fusion of active teaching theories. The design of the operating system
the XO is based methods to both constructivist, socio-constructivist and
constructionist. It places the student at the center of the learning process. If one refers to the
constructionist conception of Papert (1981), the XO is designed to be used in order
to improve learning among students, and even if we can not say that
As well as teaching methods, we believe that the
posture methodology behind the design of the XO (constructivism and
socio). Product of constructivism, the XO place the learner at the center of
activities as advocated by Piaget: the affordances lead the learner to build his
own knowledge through the activities that the developer offered him such activity "
draw. As socio-product, it allows the learner to achieve
certain activities in synchronized example, functions "discuss" or "writing" that
bring into learner interaction and the other, integrating the vision vigotskienne.
The design of the XO operating system is like a tool case. In other words,
a box containing activities allowing students to construct their own knowledge. The project
educational proposed (XO) addresses the need to train the actors of a class to a
collaborative logic different from the individualistic dominant logic in the system
gabonais education. The XO is the movement of discoveries in neuroscience that
have highlighted the relationship between age and the learning process: the more one is
exposed to early learning, there are more opportunities to learn and master
(OECD, 2008). This is as above constructionist theories,
and social-constructivist.
This tool facilitates the creation of knowledge among students in relation to its
environment and through exchanges with other subjects. These theories of learning
give an emphasis on collaboration which refer to the purposes outlined
above. The metaphor of the circular presentation of the activities offered by the XO and
centrality of the learner allows the latter to resort to activities of a
variety. It may solicit and share them with peers, teachers or
the teacher at any time, thus developing skills: collaboration and
sharing - to name a few - by interacting with its environment. The
know it becomes a forge built and know not taught.
In a classroom, the teacher who claims to constructivism or
socio must take account of differences between the different contexts and promote
a dynamic relationship to knowledge, ie to reflect the students, lead to
construct arguments, but also knowledge and XO fall within this perspective.
===The elements of relevance===
The Gabonese education system can not evolve in isolation, in that it must open and
comply with international standards as recommended by UNESCO and OECD.
According to the OECD, the XO will allow the student to have access to a personalized learning - on
extent - in particular by increasing its potential for reformulation of questions
learning or to direct peers, or to the teacher. There has intensified
interactions.
The introduction of the XO in line with the projects of UNESCO and the OECD puts an emphasis
particularly on reducing poverty and improving the quality of life by putting
related ICT, education reform and growth. Furthermore, the magic of XO allows
learners to collaborate with other actors in its immediate environment through
"The grid", but to seek, via the Internet of people belonging to
more distant universe. The XO is for teaching, but also for the student a working tool
effective as the metaphor of the electronic book, far more attractive than
traditional types of media. In this sense, the databases and activities of XO
would be more affordable in terms of cost relative to the establishment of libraries,
management and regular renewal. The same applies to the student, his attitude to be XO
different than a face that traditional tools (notebooks, slates, books, etc..), because
more attractive. According to the results of PISA show that "cooperation
positive relationship between student performance and their attitude vis-à-vis the learning "
(EDU / CERI / CD, 2008). With the XO, the student can judge its capabilities and evaluate its achievements in
same time as learning (formative assessment) rather than wait for the
summative.
For the Gabonese education system, the tics are a lever to change the school, both
in the construction of knowledge and level of communication from them.
The XO promote personalized training marginal pedagogy
Overview of the classroom. Its use would facilitate group work and involve
initiatives and individual and collective responsibilities. ICT travel time
and location of school (connectivity, support at any time, information
unlimited) and can thus lead and place it "everywhere." They change the report to
knowledge and the role of the teacher in the classroom.
Using the XO bousculant school organization as we know it
today: its contents examined, the kinds of work students and teachers.
This will certainly lead to a number of benefits and constraints.
===Constraints with which compose===
While the introduction of IT (XO) in middle school offers a number
of advantages, it would be unrealistic to say that any coercion n'induira.
Indeed, the school gabonaise of certain problems: overcrowding (60-100 students);
lack of teaching materials, lack of teachers and teachers; disparities
between institutions; disparity in the treatment of teachers and laxity
government regarding the implementation and application of reforms. These
constraints above do not militate in favor of greater integration of XO
Gabon in school.
How the teacher could initiate such XO to a hundred students
simultaneously? Each child is under these conditions have a computer? In
Speaking of outdated facilities in our schools, how to use the XO
in classes sometimes missing the strict minimum - electricity -?
Last but not least, it is important to address the labor group whose XO is the promoter.
How to ensure the success of the collective individual success? Indeed,
collective performance can be possible without the partners of these individuals
interactions are progressing at a subsequent work. It must, to paraphrase Vygotsky,
wait for the interpersonal process is transformed into an intrapersonal process.
We must also tackle the reluctance of teachers locked in paradigms in which they
do not want to get rid of and reluctance to accept political
difficult, if rarely innovative initiatives coming from the base. Similarly,
Ministry of Education seems to have condemned the teaching status too
reducer running programs denying any personal initiative.
The integration of XO to the school environment will require commitment by teachers and
teachers renewed patience and a change in teaching. It should
to accept that several tasks are performed in class at the same time, it
must therefore be creative in varying activities. This project will require
also from the political authorities of the appropriate training of teachers
and teachers - both those of primary and high school - the postures, but
also to the theories underlying the design and use of the XO in context
school. In summary, if the introduction of the XO meets a real need, it requires a
deep reflection on the purposes and on current teaching practices.
The integration of ICT, especially the XO Primary School, is a
very important. It meets the current requirements
learning, especially those who want that learning is related
age as evidenced in science learning.
The remarkable work of CERI as well as other similar studies, such as
conducted within the OECD, and more specifically from the perspective of neuroscience, we
demonstrated. According to these works and studies, it appears that "the science of learning
also emphasized the inverse relationship between age and learning
effective aspects of language: in general, the more one is exposed to a very early
second or third language and more likely it is to learn "
(EDU/CERI/CD.2008, 14). Therefore, introduce the use of the computer from the primary
is a commendable initiative which confirms the conclusions of this work.
Earlier the students take ownership of computers (the XO) better equipped they will be more
in these areas and will later develop expertise from classes
secondary level. They would improve once more reached the next level.
For example, Gabon has the potential to reduce the digital divide with the north.
Initiating early child to ICT and increasing opportunities for manipulation
XO handling through real learning situations in disciplines
varied, the learner is familiar with the tool and use it like any other medium
teaching (notebooks, books, slates, notebooks, etc.)..
So in order to facilitate the integration and use of the XO, with all its
affordances and potential in various contexts that chapter 2 presents the
different activities available, the affordances and potential educational applications
in different disciplines and levels of primary school and the procedures for using
these activities with the benefits of small green computer educational and
didactique.
==Chapter 2==
==Chapter 2==
===Introduction===
===Introduction===