Se encontraron 4 entradas.
By Guest Author - 26 de August de 2016, 9:45 am
Written by Cristina Aziz Dos Santos and Francisca Petrovich Ursic (Fundación Chile)
The eyes of Lillian Muñoz, the principal of a school in the town of Talhuan in rural Chile, carefully followed the explanation given by Professor Fox. She was amazed by his experience mobilizing students to address the issue of water quality in New York City through a project-based learning initiative. Inspired, she decided to replicate Mr. Fox’s experience in the form of a challenge in her own school: How to get rid of the dumpster next to their school building? And more importantly, how was she to motivate students to come up with innovative solutions to the problem that incorporated knowledge from all of their subjects? Lea más…
By Guest Author - 30 de June de 2016, 9:25 am
by Antonio Moneo
Bringing down physical barriers. Getting rid of requirements and extra paperwork. Allowing easy access to all the information we generate. These are the pillars of the open knowledge movement, a trend that is rapidly gaining momentum and that soon will become an important engine for the economy of many nations.
By Christine Capota - 25 de October de 2011, 4:02 pm
Last week, the New York Times opened its doors for the inaugural Schools for Tomorrow conference on bringing technology into the classroom. Archived videos can be found here; the twitter stream can be found under #nytedtech. I was fortunate to have the opportunity to attend the conference and reflect on what I felt were some overarching themes:
Teachers and technology
Central to the day’s discussion was the role of the teacher in the midst of widespread technology enthusiasm and implementation. What will teaching look like in the schools of tomorrow?
By Eugenio Severín - 5 de April de 2011, 4:47 pm
For some time I believe that many of our educational leaders have promoted reforms in our educational systems thinking in a logic of “enhancements” to a system designed centuries ago, without asking whether it remains an appropriate response to the needs of the 21st century.
With the best intentions, our reformers have focused on “patching” the educational system, to deliver the level of quality that they supposedly once had. But it is not the system (managers, teachers, school time, computers, books), but education. By returning to the fundamental question: For what world are we preparing students today?