Políticas sobre la integración de las TIC en la escuela de la Comunidad Autónoma del País Vasco
Keywords:
Política de educación, Tecnologías de la Información y la Comunicación, innovación pedagógica, administración educativa, gestión del centro de enseñanza.Abstract
En la Comunidad Autónoma Vasca se han tomado una serie de decisiones estratégicas materializadas en diversas políticas, planes institucionales e iniciativas con el objeto de integrar, usar e innovar con TIC en las escuelas. Desde iniciativas pretéritas centradas básicamente en la dotación de infraestructuras, pasando por el perfeccionamiento del profesorado, actualmente existe un modelo que intenta unir de facto la política de infraestructura y la formación del los docentes para una utilización eficiente de las TIC. La descripción y el análisis del impacto de las mismas en el entorno escolar es el objetivo de esta investigación. En este estudio se ha llevado a cabo una metodología de corte cualitativo basada en la recogida de ideas, opiniones y valoraciones de políticos, técnicos, directores de centros, así como de profesores mediante entrevistas en profundidad (N=25). Los diferentes agentes educativos entrevistados reconocen que a día de hoy el modelo propuesto que unifica lo tecnológico, lo psicopedagógico y lo organizativo adolece de falta de información eficaz y de financiación impidiendo claramente un impacto real en las escuelas.
In the Autonomous Community of the Basque Country a series of strategic decisions have been made regarding various policies, institutional plans and initiatives for the integration, use and innovation of ICT in schools. From past initiatives primarily focused on providing infrastructure to the subsequent focus on improving teacher training, the current model attempts to integrate existing infrastructure policy and teacher training for a more efficient use of ICTs. This study aims to describe and analyze the impact of these tools on the school environment using a qualitative methodology based on the collection of ideas, opinions and evaluations regarding policies, technicians, school directors as well as in-depth interviews with teachers (N=25). The various educators interviewed recognize that the proposed model to unify technology, psychopedagogy and organization suffers from a lack of clear information and financing, which has a visible negative impact on schools.
Downloads
Downloads
Published
Issue
Section
License
Authors who publish in this journal accept the following conditions:
1. The Author retains copyright in the article. Upon acceptance of the article, the author shall grant to the Publisher the right of first publication of the article. with the dcoument registered with the Creative Commons Attribution-NonCommercial-NoDerivative 4.0 International (CC BY-NC-ND) license, which allows to third parties to use what is published whenever they mention the authorship of the work and the first publication in this journal.
2. Authors can make other independent and additional contractual agreements for the non-exclusive distribution of the article published in this journal (eg, include it in an institutional repository or publish it in a book) provided they clearly indicate that the work was published for the first time in this journal.
3. Authors are allowed and recommended to publish their work on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and a greater and faster diffusion of published work (see The Effect of Open Access).
