Deployment Team/Resources/GuideXOGabon: Difference between revisions

Line 1:

(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==

===Introduction===

@@ Line 1: / Line 1: @@
+(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
+rd 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==
 ===Introduction===