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It's moment to change the education and think in a better educational system, in a country specifically where the English and Spanish interact with each other to create rich learning environments. 

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It's moment to change the education and think in a better educational system, in a country specifically where the English and Spanish interact with each other to create rich learning environments. 

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In addition to being associated with education for socially recognized ethnic and cultural diversity in Colombia since 1991, there is a dialogic relationship between culture and language that is learned in the teaching processes of the Foreign Language.

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Refers to the knowledge of the social and cultural conditions that are implicit in the use of the language.

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It is related to the functional use of linguistic resources and includes, first of all, a discursive competence that refers to the ability to organize sentences in sequences to produce text fragments.

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It refers to the knowledge of the formal resources of the language as a system and the ability to use them in the formulation of well-formed and meaningful messages

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There are various pedagogical methods that facilitate the teaching of English as a foreign language. For this it is important that the teacher recognizes the sociocultural context in which the school is located

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There are various pedagogical methods that facilitate the teaching of English as a foreign language. For this it is important that the teacher recognizes the sociocultural context in which the school is located

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Pedagogy for the teaching of English as a Foreign Language 

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Pedagogy for the teaching of English as a Foreign Language 

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DBA-Colombia Bilingüe -  Mirada a la clase de inglés

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The BLR (Basic Learning Rights) are a set of fundamental knowledge that must be acquired in the different school grades

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The BLR (Basic Learning Rights) are a set of fundamental knowledge that must be acquired in the different school grades

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But, are there also standards in English?

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But, are there also standards in English?

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The standards do not limit school autonomy, the  education general law granted educational institutions autonomy in the definition of the curriculum,  at the same time arranged that  Ministry of education, give off a common referents  of quality of education, which contribute to The construction of equity

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The standards do not limit school autonomy, the  education general law granted educational institutions autonomy in the definition of the curriculum,  at the same time arranged that  Ministry of education, give off a common referents  of quality of education, which contribute to The construction of equity

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Thanks to the standards we can reflect school autonomy and  student's diversity

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Thanks to the standards we can reflect school autonomy and  student's diversity

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Focuses its interest on the development of students' communicative competence so that they can identify the communication context in which they are therefore they can know: when to talk, about , of what, how to do it and recognize the intentions of the speech.

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It is a clear and public criterion that allows us to know if a student, an institution or the educational system meets common quality expectations, expresses a desired situation as to what all students are expected to learn in each of the areas , during basic and secondary, specifying by grade groups and the level of quality that it aspires to achieve.

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It is a clear and public criterion that allows us to know if a student, an institution or the educational system meets common quality expectations, expresses a desired situation as to what all students are expected to learn in each of the areas , during basic and secondary, specifying by grade groups and the level of quality that it aspires to achieve.

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We can see in this cartoon that Mafalda could not understand the real context in which her mother spoke

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NOW: we need to speak specifically about English and Spanish teaching - learning process TODAY 

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NOW: we need to speak specifically about English and Spanish teaching - learning process TODAY 

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Technology has the power to transform how people learn - but walk into some classrooms and you could be forgiven for thinking you were entering a time warp.

There will probably be a whiteboard instead of the traditional blackboard, and the children may be using laptops or tablets, but plenty of textbooks, pens and photocopied sheets are still likely.

And perhaps most strikingly, all desks will face forwards, with the teacher at the front.

The curriculum and theory have changed little since Victorian times, according to the educationalist and author Marc Prensky.

"The world needs a new curriculum," he said at the recent Bett show, a conference dedicated to technology in education. "We have to rethink the 19th Century curriculum."

Most of the education products on the market are just aids to teach the existing curriculum, he says, based on the false assumption "we need to teach better what we teach today".

He feels a whole new core of subjects is needed, focusing on the skills that will equip today's learners for tomorrow's world of work. These include problem-solving, creative thinking and collaboration.

'Flipped' classrooms

One of the biggest problems with radically changing centuries-old pedagogical methods is that no generation of parents wants their children to be the guinea pigs.

Mr Prensky he thinks we have little choice, however: "We are living in an age of accelerating change. We have to experiment and figure out what works."

"We are at the ground floor of a new world full of imagination, creativity, innovation and digital wisdom. We are going to have to create the education of the future because it doesn't exist anywhere today."

He might be wrong there. Change is already afoot to disrupt the traditional classroom.

The "flipped" classroom - the idea of inverting traditional teaching methods by delivering instructions online outside of the classroom and using the time in school as the place to do homework - has gained in popularity in US schools.

The teacher's role becomes one of a guide, while students watch lectures at home at their own pace, communicating with classmates and teachers online.

Salman Khan is one of the leading advocates of "flipped" classrooms, having first posted tutorials in maths for his young cousins on YouTube in 2004.

Their huge popularity led to the creation of the not-for-profit Khan Academy, offering educational videos with complete curricula in maths and other subjects.

The project has caught the eye of the US Department of Education, which is currently running a $3m (£1.9m) trial to gauge the effectiveness of the method. Now the idea has reached the UK.

Teachers 'surprised'

Mohammed Telbany heads the IT department at Sudbury Primary School in Suffolk. He has been experimenting with the "flipped" classroom and recently expanded it to other lessons.

"The teachers facilitate, rather than standing in front of the children telling them what to do, and the children just come in and get on with what they are doing," he says.

"It has surprised the teachers that the kids can excel on their own, with minimal teaching intervention."

In the developing world where, according to some estimates, up to 57 million children are unable to attend primary school, the idea of children learning without much adult intervention is a necessity not a luxury.

Prof Sugata Mitra, from Newcastle University, has been experimenting with self-learning since his famous hole-in-the-wall computer experiments in the slums of Delhi in 1999.

He was amazed at how quickly the children learned how to use the machines with no adult supervision or advice.

From that was born the idea of " cloud grannies" - retired professionals from the UK, mentoring groups of children in India via Skype.

He won the $1m Ted prize in 2013 to build a series of self-organising learning environments in both the UK and India.

In January he completed the last of seven such units - a striking solar-powered glass building amid the lush vegetation of the village of Gocharan in West Bengal.

There will be no teachers and up to 40 children can participate when it suits them. They will have the internet at their disposal and will work in small groups. E-mediators will mentor the children via Skype.

Dr Suneeta Kulkarni, research director of the School in the Cloud project, said children would "engage in a variety of activities that are driven by their interest and curiosity", with games typically tried first.

The children will also be asked "big questions" that they can answer online.

"At yet other times these questions emerge from what the children 'wonder' about. It is also where the grannies or e-mediators are expected to play a significant role," she said.

Classroom games

When Canadian teacher and computer programmer Shawn Young wanted to spruce up his lessons, his first thought was gaming.

It was a platform many of his students were familiar with and something that was proven to engage children.

But it also had a bad reputation in teaching circles - thought to be too violent, addictive and without educational merit.

Some early attempts to integrate educational content within games failed. But what makes Classcraft different is that it is not about content - it is more a behaviour-management and motivation tool.

"The teacher teaches as normal. Teachers can offer pupils points for good behaviour, asking questions, or working well in their teams and it gives them access to real life powers," Mr Young says.

Those powers are decided by the teachers and may include handing in homework a day late.

There are also penalties for those not concentrating in class, turning up late or being disruptive.

Children play the game in teams, which means a lost point affects the entire group, and encourages them to work together.

"It is being used in a school in Texas which has a mix of white, Mexican and Afro-Americans. They would never normally speak to each other," said Mr Young.

Teachers using the system - some 100,000 have signed up since it launched in August - have noted not just better interaction between pupils, but better classroom engagement and motivation.

"As in other games there are sometimes random events, which could be something like everyone having to speak like a pirate for the day or the teacher having to sing a song in class. The kids love it."

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Technology in schools: Future changes in classrooms

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Technology has the power to transform how people learn - but walk into some classrooms and you could be forgiven for thinking you were entering a time warp. There will probably be a whiteboard instead of the traditional blackboard, and the children may be using laptops or tablets, but plenty of textbooks, pens and photocopied sheets are still likely.

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Understanding ICT's for Teaching and learning

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By Cathrine Hasse & Jamie Wallace

Technucations working definition of Technological literacy is:

"The learnt ability to gain and combine technical know-how together with other forms of social and cultural understanding to identify and qualify opportunities for the deployment, use and application of new and disruptive technologies within a professional context".

Background to the working definition

Since the early 1990's politicians and educational researchers have endeavoured to integrate standards for technological literacy into the so called STEM (Science, Technology, Engineering and Mathematics) related areas. The term 'technological literacy' (TL) is related to the attempt to unite the subjects considered as underpinning our technological society in an effort to combat 'technological il literacy' within the STEM areas of primary, secondary and higher education as well as of society in general.

A review conducted as part of Technucation project has shown the majority of literature pertaining to the research term 'technological literacy' relates to these efforts within primary and secondary education. A large portion of the remaining articles relate to the development of TL within STEM education in vocational or higher education and ultimately the review points to the term being anchored within policy documents discussing politician's interest in school reform with a particularly TL focus found in USA and Australia.

Common to this complex mix of research and policy orientated literature is the presumption of a predefined curriculum that can satisfy the aims of TL such as STL (Standards for Technological Literacy) or (ITEA 2000,2007). The international organisation for technological literacy (ITEA - International Technology Education Association) defines TL as being able to 'use, manage, assess, and understand technology' (ITEA 2007, 9). Much of the research addresses the didactic challenges associated with the implementation of these standards. Similarly Scandinavian and Danish politicians and educational researchers have sought to strengthen TL within primary and secondary schools through a series of educational related initiatives and have in many ways attempted to increase societies general interest in technology and not least policy initiatives with a view to support the use and development of technology. Technucation project aligns with this field although addressing the question of what TL is within every day working life doing so from the basis of new research. ITEA standards point to such a broader understanding of TL that connects it with the commonplace:

" A technologically literate person understands the significance of technology in everyday life and the way in which it shapes the world "(ITEA 2007,33).

However these standards remain detached from any basic research related to what TL is within working life.

Rather than the assumption that TL is associated to a particular competence within a given field, is the assertion that it is something that is learnt and thereby associated within lifelong learning. This coupling between lifelong learning and TL goes beyond the argument of STEM related discussions of curricula implementation and turns the focus towards technology and technological literacy as a process. Consequently everyday learning within the workplace can be seen to play a central role. Accordingly this necessitates a focus upon the interrelations between human-machine (Suchmann 2007), between technologies (Wallace 2010), between technological artefacts and working culture (Hasse 2011), and between sensing and technology (Søndergaard 2009). In other words a TL and technological philosophy able to take into account human relations with technologies (Dakers 2005, 2006, Ihde 2010, Ingerman & Collier-Reed 2011).

In short a TL and technological philosophy able to take into account the human relations with technologies (Dakers 2005, 2006, Ihde 2010, Ingerman & Collier-Reed 2011).

Through our review we have identified a smaller percentage of research papers aligned towards the necessity to research and understand the ways in which TL becomes an everyday practice. This perspective stretching far beyond an understanding of technology as an instrument or tool intended to satisfy predefined and coherent tasks.

Within the STS field there is no direct reference to the term 'technological literacy' however there is found a considerable amount of literature providing critical and appropriate discussions towards a newer and more situated understanding of technologies' interconnections within our everyday lives. Many of these articles suggesting that 'technological illitaracy' isn't simply a matter of the lack of understanding technology itself but rather what technology does to our material and social culture as a result of the complex interactions of our everyday.

We are transforming our world at an alarming rate and in so doing, we are alienating ourselves from it. Our technologically mediated existence is threatening the very democratic process itself. We need to develop a new language, a new literacy, in order to both understand our brave new world, and learn how to live a meaningful existence in it (Dakers 2006, 1).

Given this perspective questions are raised as to the 'taken for granted' nature of technological standards referred to in ITEA and further points to the mediation between technology, human life and power that makes it possible to consider technology as a form of 'materialiseret handling' (Schraube 2009, 297).

Technologies aren't simply tools but can be interruptive to agents (disruptive technologies) who through creativity or even intimidation reconfigure working life, know-how and human fantasy. Technologies are "evocative objects" (Turkle 2007) and having a deeper understating can permit new questions as to the ways in which technologies arrive at the ability to transform.

In Technucation project we suggest technologies transformational potential as stemming from the cultural learning process attached to an understanding of learning in practice (see for example Chaiklin & Lave 1993, Engeström 2001), that contains both technologies and humans complex interactions as active agents. Technucation builds upon a learning perspective that shifts focus from generally accepted standards and skills towards 'responsible' research (Edwards 2002) into the everyday learning processes of teachers and nurses working lives. We examine the ways TL arises through everyday interactions and relations seen from the premise that people learn through, with or from technologies associated with their practice orientated know-how (see Hasse 2011).

The above outlines the background for the projects current working definition for TL intended to be continually reconsidered and assessed throughout the developed the research activity.

"The learnt ability to gain and combine technical know-how together with other forms of social and cultural understanding to identify and qualify opportunities for the deployment, use and application of new and disruptive technologies within a professional context".

Our reconsideration of the term 'technological literacy' stems from the wish to account for everyday practice related to what is seen as important and necessary to learn about technology within education. Even though our empirical work centres upon the education of teachers and nurses, our reinterpretation of technological literacy can be seen as equally relevant to other forms of vocational education.

Referencer

Chaiklin, S. and Lave J. (Eds). (1993). Understanding Practice: Perspectives on Activity and Context. Cambridge: Cambridge University Press

Dakers J (2006). Introduction: Defining technological literacy, In J. R. Dakers (Ed.). Defining technological literacy: Towards an epistemological framework (pp. 1-2). New York, NY: Palgrave Macmillan,

Dakers, J. (2005) Technology education as solo activity or socially constructed learning. International Journal of Technology and Design Education, 15 (1), pp. 73-89

Dugger, W. E., Jr. (2001a) "Phase III Technology for All Americans Project." Technology Teacher. 60, no. 4 (January 2001): 27-31.

Dugger, W. E.,(2001) Jr. "Standards for Technological Literacy." Phi Delta Kappan. 82, no. 7 (March 2001): 513-517.

Edwards, A. (2002). "Responsible Research: ways of being a researcher" In: British Educational

Research Journal. Vol. 28(2), pp 157-169.

Engeström, Y. (2001). "Expansive Learning at Work: Toward an Activity Theoretical

Reconceptualization" In: Journal of Education and Work. Vol. 14(1), pp.133-156.

Garmire, E., & Pearson, G. (Eds.). (2006) Tech tally: Approaches to assessing technological

literacy. Washington: National Academy Press.

Ingerman, A., Collier-Reed, B. (2011) Technological literacy reconsidered: a model for enactment

International Journal of Technology and Design Education, (2011) 21:137-148

Hasse, C. 2011 Kulturanalyser i organisationer. Begreber, metoder og forbløffende læreprocesser København: Forlaget Samfundslitteratur.

Ihde, D. (2010). Embodied Technics, Milton Keynes: Automatic Press

ITEA. (1996). Technology for All Americans: A Rationale and Structure for the Study of Technology. Reston, VA: Author.

ITEA. (2000/2007). Standards for Technological Literacy: Content for the study of technology. Reston, VA: Author. Retrieved July 26, 2010, from www.iteaconnect.ora/TAA/PDFs/xstnd.pdf.

Meade, Shelli; Dugger Jr., William E. Technology Teacher, Mar2006, Vol. 65 Issue 6, p25-27.

Rose, Mary Annette. Journal of Technology Education, Fall 2007, Vol. 19 Issue 1, p35-52

Shackelford, Ray L.; Brown, Ryan; Warner, Scott A. Technology Teacher, Feb2004, Vol. 63 Issue 5, p7-11

Suchman, L. A. (2007). Human-Machine Reconfigurations: Plans and situated actions (2nd edition). Cambridge: Cambridge University Press.

Søndergaard; K.D. (2009) Innovating mental health care - a configurative case study in intangible, incoherent and multiple efforts. PhD Dissertation. Copenhagen: Danish School of Education, Aarhus University

Turkle, S. (2007). What makes an object evocative? In S. Turkle (Ed.), Evocative objects - Things we think with (pp. 307-326). Cambridge, Massachusetts: The MIT Press.

Wallace, Jamie (2010) Different Matters of Invention. Design work as the transformation of dissimilar design artefacts. PhD Dissertation. Copenhagen: Danish School of Education, Aarhus University

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By Cathrine Hasse & Jamie Wallace Technucations working definition of Technological literacy is: "The learnt ability to gain and combine technical know-how together with other forms of social and cultural understanding to identify and qualify opportunities for the deployment, use and application of new and disruptive technologies within a professional context".

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The progressive stages to achieve the innovation in the teaching process

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The progressive stages to achieve the innovation in the teaching process

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The student: central axis of the learning  to use new technologies and understand the new world

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It's very important take into account the interests, abilities and learning styles of the students

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It's very important take into account the interests, abilities and learning styles of the students

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The teacher's homework is to cultivate a culture that improves the quality of student learning

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The teacher's homework is to cultivate a culture that improves the quality of student learning

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Each of these competences in the classroom allows the teacher to think in a better education.

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Each of these competences in the classroom allows the teacher to think in a better education.

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But, what are the ICT competences for teacher professional development?

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But, what are the ICT competences for teacher professional development?

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IMPORTANT: A general overview at teacher professional development in colombia

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IMPORTANT: A general overview at teacher professional development in colombia

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21st Century: the age of the technology, the moment to think in the word "innovation", it's moment to show the ICT importance in the school.

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FIRST: Some important concepts about English and Spanish curriculum

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FIRST: Some important concepts about English and Spanish curriculum

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It's very necessary to reflect the mean of plurilingualism, multilingualism, interculturalism and ICT competences.