Educacion Y Tic (Robert Kozma)
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Presentación de Robert Kozma en Santiago, 23/5/2008 sobre el uso de TI y educación
![Economic Development Rationale ,[object Object],U.S. national technology plan was in response to “. . . ever increasing competition in the global economy” Ireland’s plan was described as “. . . vital to ensure that we acquire important skills needed to secure our future economic wellbeing” Jordan’s ICT-based reform effort was to make the education sector “responsive to employment market demands in key industries and develop critical ‘Knowledge Economy skills’ at all levels of the education system” Singapore’s second ICT master plan was launched to help students prepare for a “more competitive future” and a “new, innovation-driven economic era”](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Educacion Y Tic (Robert Kozma)
- 1. ICT, Education Reform, and Economic Development Dr. Robert Kozma | April 2008 | Santiago, Chile
- 9. Economic Growth & Education Change Economy Based on Capital Accumulation Economy Based on Productivity Education Based on Basic Skills Education Reform Based on Human Capital Development
- 10. Productivity Growth & Education Reform Knowledge Acquisition Knowledge Deepening Knowledge Creation Capital Deepening High Quality Labor Knowledge & Innovation
- 11. Policy Goals Knowledge Acquisition Knowledge Deepening Knowledge Creation Prepare students for hi-tech workforce Prepare students for highly productive workforce Prepare students for knowledge-driven economy Increase graduation rates and test scores Who can use knowledge to solve complex, real world problems Supported by a creative, flexible workforce
- 12. Curriculum and Assessment Knowledge Acquisition Knowledge Deepening Knowledge Creation Focus on facts, simple principles, and computer applications applied to standard procedures Focus on deep understanding of key concepts and their application to solve real world problems Focus on innovativeness and the creation of knowledge products Assessed by standardized tests Assessed by complex, real world tasks Assessed by a community of users
- 13. Teaching and Learning Knowledge Acquisition Knowledge Deepening Knowledge Creation Direct instruction Collaborative teams work on complex real world projects Developing communities of learners who build on each other’s knowledge Students doing individual seat work And develop self-learning skills
- 14. Technology Applications Knowledge Acquisition Knowledge Deepening Knowledge Creation Drill and practice, tutorial software to support test performance Simulations, multimedia to support understanding and the application of knowledge to solve problems Computers and digital devices everywhere Networks for management Networks for collaboration Virtual environments and knowledge-building tools Networks for community
- 15. Social Infrastructure Knowledge Acquisition Knowledge Deepening Knowledge Creation Focus on hierarchy and accountability Collaborative teaching and learning Anytime, anywhere, life-long learning Little teacher or student autonomy Breaking disciplinary and physical boundaries Self-sustaining, cross-age, cross-sector knowledge communities