Trendy techno-edukacyjne a potrzeba rozwijania kompetencji przyszłości. Wyzwania edukacji uczestnictwa

Abstract

Artyku³ podejmuje temat aktualnych trendów technologicznych w edukacji. Wskazuje je, akcen-tuj¹c, ¿e funkcjonuj¹ w kontekoecie przemian zwi¹zanych z czwart¹ rewolucj¹ technologiczn¹. Zwraca uwagê, jak istotna dla pedagogiki, w tym pedagogiki specjalnej, jest refleksja nad skutkami korzystania z nowych technologii. Niezmiernie wa¿ne jest tak¿e projektowanie zastosowañ nowooeci oraz fakt, ¿e nie da siê myoeleae o ich korzystaniu i przygotowywaniu do u¿ywania ich (oraz kolejnych technologii) bez namys³u pedagogicznego. Rozpatruj¹c nowooeci przez pryzmat umiejêtnooeci, wiedzy, ale równie mocno przekazywanych wartooeci. W tym celu autor siêga do pojêcia kultury uczestnictwa i próbuje na nowo przyjrzeae siê mo¿liwooeciom budowania otwartej, dialogicznej kultury nastawionej na twórcz¹ partycypacjê i wspó³pracê jej uczestników i uczestniczek, w oparciu o powszechnie dostêpne nowe technologie. Tekst porusza w¹tek kompetencji przysz³ooeci, które bêd¹ niezbêdne do rozwoju kultury i edukacji uczestnictwa oraz aktywnego wykorzystywania nowooeci w edukacji (i nie tylko). S³owa kluczowe: kultura uczestnictwa, edukacja uczestnictwa, pedagogika cyfrowa, edukacja cyfrowa, kompetencje przysz³ooeci Techno-educational trends and the need to develop future competences. Challenges of participatory education The article deals with current technological trends in education. It points them out, emphasizing that they function in the context of changes associated with the fourth technological revolution. It draws attention to the importance of reflection on the effects of using new technologies for pedagogy, including special pedagogy. It is also extremely important to design applications of new products and the fact that you cannot think about using them and preparing to use them (and subsequent technologies) without pedagogical reflection. Considering new products through the prism of skills and knowledge, but also of transmitted values. To this end, the author draws on the concept of participatory culture and tries to look again at the possibilities of building an open, dialogical culture focused on the creative participation and cooperation of its participants based on widely available new technologies. The article touches on the topic of future competences, which will be necessary for the development of culture and participatory education as well as for the active use of novelties in education (and more).

Media labs–creative cooperation and mutual learning: Case studies across Europe

“…They can also successfully generate a wide range of pedagogical activities -from artistic education, through education in the use of technology, construction of new technological solutions, music education, historical education and any other, through a combination of the theory of action developed in the dialogue, implementation based on various, often open source media tools. [33] The media labs indicate the direction which changes in the education system should go in. The modern education systems should give the choice (freedom), be personalized (adapted to each student individually), transparent and reliable (and therefore respond to the need for criticism and give a sense of integrity with the student's experience); they should also allow for cooperation in a group and be fun, and also take advantage of speed and innovation (in terms of methods and tasks).…”

“…[5] A media lab, as an idea, can be treated as an experimental educational laboratory. It is worth referring to Grzegorz Stunża's (Polish researcher and media educator) analysis here [6]:…”