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Education Team (view source)

Revision as of 13:11, 18 June 2008

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* Mediate between these desiderata and what is possible on the available and imminent hardware platforms, given the current and projected state of connectivity, rural electricity, the other issues and obstacles of poverty, and the current state of [[What is Sugar?|Sugar]].

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==Theory==

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==Theory== :''Epistemology is the construction of personal standards for telling fact from fancy, truth from fiction, and certainty from doubt. == == Teoría:''La Epistemología es la construcción de normas personales para separar a la realidad de la fantasía, la verdad de la ficción, y la certeza de la duda. Ontology is the construction of theories of what exists. La Ontología es la construcción de teorías de lo que existe. Ethical constructions remind us of what we think we should do even if we don't want to, and why. Las construcciones Éticas nos recuerdan lo que pensamos que debemos hacer, incluso si no queremos, y por qué. Everybody has them, and normally no two of us agree on them. Todo el mundo tiene unas, y normalmente un par de nosotros no estemos de acuerdo en ellas. The epistemology of Prussian-style education is, the King and his ministers are always right, and even if they weren't you would have no business questioning them. La epistemología de la educación de estilo prusiano es, el Rey y sus ministros siempre tienen razón, y aun cuando no la tengan no es asunto de usted interrogarlos. Or, at the classroom level, “It's true because I said so, now shut up and sit down!” The same attitude is common, even usual, in ontology and ethics as well. O bien, a nivel del aula, "Es verdad porque me lo dijo, hasta ahora cerrada y sentarse!" La misma actitud es común, incluso habitual, en la ontología y la ética también. Nations are real because I said so, You're going to war to because I said so.''—Edward Cherlin (revised[[User:Mokurai|Mokurai]] 06:32, 8 June 2008 (UTC)) Cherlin paints a grim picture. Naciones son reales porque así lo he dicho, vas a la guerra porque así lo he dicho.''De Edward Cherlin (revisado [[Usuario: Mokurai | Mokurai]] 06:32, 8 de junio de 2008 (UTC)) pinta un Cherlin panorama sombrío. Fortunately, this is nowhere near the whole story, but we have a long way to go before children's right to pursue truth is seriously recognized. Afortunadamente, esto está lejos de toda la historia, pero tenemos un largo camino por recorrer antes de que los niños del derecho a perseguir la verdad está muy reconocido. While the theoretical layer of didactic methods has advanced, unfortunately, in much of the world's formal education systems, there has been little progress. Si bien el teórico capa de métodos didácticos ha avanzado, por desgracia, en gran parte del mundo de los sistemas de educación formal, ha habido pocos progresos. The computer serves as a power tool for getting new pedagogical approaches into the system. El ordenador sirve como herramienta para poder conseguir nuevos enfoques pedagógicos en el sistema. While getting computers into the hands of more children is undoubtedly of benefit, the question remains, “how does one maximize the learning that occurs?” The question often is framed in terms of teacher-centric methods (Instructionism) versus child-centric or learning-centric methods. Si bien conseguir computadoras en manos de más niños es, sin duda, de beneficio, la cuestión sigue siendo, "¿cómo maximizar el aprendizaje que ocurre?" La cuestión se enmarca a menudo en términos de profesor centrada en los métodos (Instructionism) versus los niños centrada en el aprendizaje o centrada en los métodos. This dichotomy is a false one [Really?]; while we should not be proscriptive [Should this be "prescriptive"?], we should be striving for a “learning-centric” approach, where teachers mentor students as they engage with powerful ideas, “teaching less and learning more.” While we want to give children access to knowledge—through media such as electronic books, the world-wide web, and multimedia—we also should try to skew the odds toward children and teachers appropriating this knowledge by putting it to use and engaging in critical dialog. Esta dicotomía es falsa [¿De verdad?], Mientras que no se debe proscriptive [En caso de que este ser "prescriptivo"?], Que debe luchar por un "aprendizaje-céntrica", donde los maestros mentores estudiantes que se dediquen con poderosas ideas , "Menos enseñanza y aprender más." Si bien queremos dar a los niños el acceso al conocimiento a través de los medios de comunicación-tales como libros electrónicos, la World Wide Web, y multimedia-que también debe tratar de inclinar las probabilidades hacia los niños y los maestros apropiarse de este conocimiento poniéndolo a utilizar y participar en actividades de diálogo crítico. That is not just going to happen by itself; we have to try to make it happen by giving them tools that put them in the roles of consumer, critic, and creator within the context of a learning community. Esto no es sólo va a ocurrir por sí misma, hay que tratar de hacer que esto suceda, dándoles herramientas que ponen a las funciones de los consumidores, crítico y creador en el contexto de una comunidad de aprendizaje. Learning is not a service—it's a process of active appropriation. Aprender no es un servicio-es un proceso activo de crédito. One of the forces being unleashed by the one-to-one computing initiatives—where children have access to computing “anytime” and “anywhere”—is the change in the way software developers and computer-makers think about the education industry. Una de las fuerzas desencadenadas por el uno a uno-las iniciativas de computación donde los niños tienen acceso a la computación "en cualquier momento" y "cualquier lugar"-es el cambio en la forma en que los desarrolladores de software y la informática los encargados de reflexionar sobre el sector de la enseñanza. A combination of strong and capable leadership—by technologists and epistemologists—and cross-community collaboration is necessary to ensure that the ideals of freedom, sharing, open critique, and transparency will be part of the interface to learning that touches children in the world’s classrooms. Una combinación de fuertes y capaces de liderazgo de tecnólogos y epistemologists-e intersectoriales comunidad colaboración es necesaria para garantizar que los ideales de libertad, compartir, abra la crítica, y la transparencia serán parte de la interfaz para el aprendizaje que afecta a los niños en el mundo ' s de aula. While community collaboration may seem unrealistic from the vantage point of a model of economy as a machine, which individuals are single-purpose cogs wheels and gear, collaboration—and the resulting synthesis of ideas—is the most efficient means of invention and subsequent development. Si bien la comunidad la colaboración puede parecer poco realista desde la perspectiva de un modelo de economía como una máquina, que los individuos son solo para fines engranajes y ruedas de artes, la colaboración-y la consiguiente síntesis de las ideas-es el medio más eficiente de la invención y desarrollo posterior. The “intelligence is in the leaves” and those who unleash that intelligence will prosper. La "inteligencia está en las hojas" y las que desatar que los servicios de inteligencia van a prosperar. These ideas are embodied in the culture of free software, which is a powerful culture for learning. Estas ideas están incorporados en la cultura de software libre, que es una poderosa cultura para el aprendizaje. It is possible to instill in the education industry some of the culture, technology, and morals of the open source movement. Es posible inculcar en el sector de la enseñanza de algunas de la cultura, la tecnología y la moralidad de los movimiento de software libre. Such a transfer of culture could greatly enhance the education industry and its ability to engage teachers and students: empowering them with both the freedom to act and the freedom to be critical. Esta transferencia de la cultura podría mejorar en gran medida la industria de la educación y su capacidad para participar profesores y estudiantes: la potenciación de ellos con la libertad de actuar y la libertad de ser crítica. Criticism of ideas is a powerful force in learning and in fostering economic development; unleashing that is an important part of the mission. Crítica de las ideas es una fuerza poderosa en el aprendizaje y en el fomento del desarrollo económico; desencadenamiento que es una parte importante de la misión. Conventional wisdom suggests that teachers don't want to learn (and change); to the contrary, teachers perhaps more than any other constituency know that the status quo is failing. La sabiduría convencional sugiere que los profesores no quieren aprender (y cambio), por el contrario, los maestros tal vez más que cualquier otra circunscripción saber que el statu quo está fallando.

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:''Epistemology is the construction of personal standards for telling fact from fancy, truth from fiction, and certainty from doubt. Ontology is the construction of theories of what exists. Ethical constructions remind us of what we think we should do even if we don't want to, and why. Everybody has them, and normally no two of us agree on them. The epistemology of Prussian-style education is, the King and his ministers are always right, and even if they weren't you would have no business questioning them. Or, at the classroom level, “It's true because I said so, now shut up and sit down!” The same attitude is common, even usual, in ontology and ethics as well. Nations are real because I said so, You're going to war to because I said so.''—Edward Cherlin (revised[[User:Mokurai|Mokurai]] 06:32, 8 June 2008 (UTC))

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Cherlin paints a grim picture. Fortunately, this is nowhere near the whole story, but we have a long way to go before children's right to pursue truth is seriously recognized.

−

While the theoretical layer of didactic methods has advanced, unfortunately, in much of the world's formal education systems, there has been little progress. The computer serves as a power tool for getting new pedagogical approaches into the system. While getting computers into the hands of more children is undoubtedly of benefit, the question remains, “how does one maximize the learning that occurs?” The question often is framed in terms of teacher-centric methods (Instructionism) versus child-centric or learning-centric methods. This dichotomy is a false one [Really?]; while we should not be proscriptive [Should this be "prescriptive"?], we should be striving for a “learning-centric” approach, where teachers mentor students as they engage with powerful ideas, “teaching less and learning more.”

−

While we want to give children access to knowledge—through media such as electronic books, the world-wide web, and multimedia—we also should try to skew the odds toward children and teachers appropriating this knowledge by putting it to use and engaging in critical dialog. That is not just going to happen by itself; we have to try to make it happen by giving them tools that put them in the roles of consumer, critic, and creator within the context of a learning community. Learning is not a service—it's a process of active appropriation.

−

One of the forces being unleashed by the one-to-one computing initiatives—where children have access to computing “anytime” and “anywhere”—is the change in the way software developers and computer-makers think about the education industry. A combination of strong and capable leadership—by technologists and epistemologists—and cross-community collaboration is necessary to ensure that the ideals of freedom, sharing, open critique, and transparency will be part of the interface to learning that touches children in the world’s classrooms. While community collaboration may seem unrealistic from the vantage point of a model of economy as a machine, which individuals are single-purpose cogs wheels and gear, collaboration—and the resulting synthesis of ideas—is the most efficient means of invention and subsequent development. The “intelligence is in the leaves” and those who unleash that intelligence will prosper.

−

These ideas are embodied in the culture of free software, which is a powerful culture for learning. It is possible to instill in the education industry some of the culture, technology, and morals of the open source movement. Such a transfer of culture could greatly enhance the education industry and its ability to engage teachers and students: empowering them with both the freedom to act and the freedom to be critical. Criticism of ideas is a powerful force in learning and in fostering economic development; unleashing that is an important part of the mission. Conventional wisdom suggests that teachers don't want to learn (and change); to the contrary, teachers perhaps more than any other constituency know that the status quo is failing.

==Practice==

Eduardo.cantoral

7

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Education Team (view source)

Revision as of 13:11, 18 June 2008

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