Las políticas educativas TIC en España después del Programa Escuela 2.0: las tendencias que emergen / ICT education policies in Spain after School Program 2.0: Emerging Trends

Abstract

In this article the current situation of educational policies for the incorporation of ICT in schools in a sample of eight regions of Spain (Andalusia, Canary Islands, Catalonia, Extremadura, Madrid, Valencia, the Basque Country and the Principality of analyzes Asturias) after the process driven by the Escuela 2.0 program. This program was in effect during the period 20092012 and responded to the 1:1 model of a computer per student. This analysis was guided by the following questions: What effects remain from the experiences of educational policies of the 1:1 model?; What new projects or programs are in place in the educational systems of the regions? What new trends in relation to ICT are emerging in the educational agenda of regional policies? We conclude that the new ICT policy, among other things, aim to focus on the integration of IDPs to all classrooms to equipping students tablets instead of netbooks, a substitution policies textbooks paper for digital content platforms, to create portals of cloud resources. The absence of an educational program or policy level ICT coordinated statewide as was the experience of School Program 2.0 has been observed.

Digital learning: distraction or default for the future

“…Others authors have also questioned the commercially-driven direction that these interventions took (Selwyn and Facer 2013;Zheng et al 2016). With some exceptions (Cobo & Rivera-Vargas, 2019), the majority of EdTech initiatives have not persisted (Balanskat et al 2013;Area et al 2014).…”

“…Before the COVID-19 pandemic, the EdTechXGlobal Report (2016) 1 predicted that "edtech" expenditure would reach $252bn by 2020. Although this is a booming market, medium and large-scale technology deployments in education have not fulfilled the expectations as indicated in reports from different international organizations (IADB, 2012;OECD, 2015;World Bank, 2018, UNESCO-Fazheng, 2019 and different academic research communities (Area, Alonso, Correa, et al, 2014;Selwyn, 2016;Mora, Escardíbul & Di Pietro, 2018;Sancho-Gil, Rivera-Vargas & Miño-Puigcercós, 2020) which showed poor, no correlation or even a negative correlation between the acquisition of technology (e.g. connectivity, computers, software, digital contents) and improvement in students' performance in different standardized tests (Allsop, 2016;Stringer, Lewin & Coleman, 2019;Rivera-Vargas & Lindin, 2019).…”

Aprendizajes ausentes en la Competencia Digital de preadolescentes: un estudio de casos pertenecientes a contextos socioculturales desfavorables

“…Se alude, por tanto, a un aprendizaje que se promueve en las escuelas y el conjunto del sistema educativo desde hace más de 10 años. Sin embargo, esta competencia sigue precisando de nuestra atención, debido a que investigaciones previas realizadas muestran dificultades en su adquisición (Alonso-Ferreiro y Gewerc, 2018; Area et al, 2014). Tanto las orientaciones desarrolladas para su definición como la delimitación de lo que supone el desarrollo sólido de esta competencia en la actualidad, ponen en entredicho la realidad que aparentemente se supone en el alumnado que finaliza la Educación Primaria (Alonso-Ferreiro y Gewerc, 2018).…”

“…Los casos trabajados nos confirman las dificultades en este tipo de aprendizajes (Alonso-Ferreiro y Gewerc, 2018), con el agravante de encontrarse escolarizados en centros de saturación tecnológica con equipamiento 1 a 1. Una situación ya recogida en anteriores trabajos en espacios de estas características (Area et al, 2014). Sin embargo, lo novedoso a la luz de los casos es poner en valor el papel que se requiere por parte de las familias para que se puedan llevar a mejor puerto las propuestas centradas en la CD.…”

Digital Educational Platforms: An Emerging School-Family Communication Channel

“…The introduction of Information and Knowledge Technologies (hereinafter, ICT) in school practices and teaching methodologies, is a clear need in all schools to respond to these new social demands and offer students efficient and enriching experiences that allow developing multiple intelligences and potentialities (Arroyo González, 2013). Some programs as the Program School 2.0 (2009-2012) were implemented in our country, especially in secondary education (Area et al, 2014). An aspect also to be taken into account and perhaps as an echo of the implementation of these programs is the use of digital platforms in schools, as a tool for student work and management center, and also for informative and communicative use.…”