Didácticas Innovadoras Mediadas Por Tic

Pensar en cómo redimensionar las didácticas basado en el cambio radical que se ha producido en el transcurso de las dos o tres últimas décadas en el papel del aprendizaje en la vida de las personas y en casi todos los parámetros que intervienen en el aprendizaje: dónde aprendemos, cuándo, cómo, con quién y de quién, y por supuesto, qué y sobre todo para qué aprendemos (Banks et al., 2007; Collins y Halverson, 2010; JISC, 2012), asociados al nuevo escenario económico, social, político y cultural de la sociedad de la información que se ha ido perfilando, instalando y generalizando de manera progresiva, han sido calificados de varias maneras y abordados desde diferentes perspectivas: como una nueva ecología del aprendizaje (Barron, 2006; Coll, 2013); como un nuevo paradigma de aprendizaje (Redecker et al., 2011); o aun como un nuevo modelo de aprendizaje (US Department of Education, 2010), implica generar investigaciones en el plano de dichas formas de enseñanza-aprendizaje. Por tal razón, las didácticas son la disciplina llamada a ser investigada y refinada a partir de dichas exigencias.Este resto es conceptualizado por César Coll (2013), como “Ecología del Aprendizaje”, planteada en los nuevos retos de la educación formal y escolar en todos sus niveles y que obliga a generar un análisis profundo en todos los componentes, desde sus finalidades y funciones hasta el currículum, la organización y funcionamiento de los centros educativos y la formación del profesorado (Davidson y Goldberg, 2009, 2010; Miller et al., 2008; Williamson, 2013), pero en el caso particular de esta investigación recogidas estas en el contexto de las Didácticas donde se analizará la función de las TIC como andamiaje en los procesos de enseñanza y aprendizaje.

Thinking about How to resize the use of ICT as emerging didactics from the implementation of teaching-learning practices?,it involves analyzing the pedagogical alternatives that allow articulating the ethical, cognitive, social and political plane to the real school, that which lives a transformation of values, where the human, the cooperative, the critical and the reflective tend to fade. It is therefore urgent to think, as an educator of the public school, on ways to implement an Education Democracy viable from innovative Didactics that makes possible the recognition of the singularity of the context and the subjects that integrate it, where all Can, from their difference and divergence, learn and emancipate their reality. But what path should be overcome, from the field of pedagogical discourse and the real experience, to achieve this investigative challenge? It is necessary to generate a search that concentrates the tracking of emerging pedagogies, which are close to the reality of today's school, but seen from real experiences of specific educational contexts that have demonstrated how, through this type of practical speeches, have been able to alleviate their educational crisis by directing their work towards the formation and construction of cooperative knowledge and experiences,Avoiding that its actors enter into war against the norm or the law ... preventing that the "school" is broken in its mission, that does not continue being socially discredited and, therefore, avoid being unconcerned by its center of reflection "the child." If these lethargic dangers are not avoided, it can reduce its formative function to "contain, integrate, slow down, moderate socialization processes ... becoming an immunized institution that refuses to recognize the human" (Bárcena, 2005). Humanization processes such as the right to criticism, reflection and authenticity of which, for now, we know as "other". These postulates are framed, for example, in "Critical Pedagogy". For this reason, if one can articulate these postulates to a real experience concentrated in the innovative Didactics mediated by TIC, as a socializing and innovative vehicle for the school being the articulating methodologies the pedagogical strategy to put into practice this epistemological process, could be developed A safe innovative experience in the socio-affective, evaluative, pedagogic, curricular and cognitive fields that aims at a relevant pedagogical action, allowing the understanding of the other (students and teachers) from reflexive practice, hermeneutics and self-commitment for Transformation, in projection, of our own society.

DIDACTICA, TIC, INNOVACIÓN, METODOLOGÍAS DE ARTICULACIÓN, METODOLOGIAS INOVADORAS, PRACTICAS DOCENTES