EDUCATION technocrats (educational technology)

Educational technology is not born with the use of computers in the classroom. A
nostalgic look with the use of blackboard and chalk allows us to rediscover the
importance of the teaching task and the belief that there is no recourse, howev
er efficient it is, to replace the look, the voice and dreams of teachers. I alw
ays saw my black background. Someone suggested that if I painted green, the view
of the students would be more rested. Maybe. The chalk me up as long toured as
the height of teachers permitted. In many calculations parsing combined and writ
ten in my rough skin is just the white powder that dropped the draft in each tim
e shift. The teacher who dared to draw a landscape, with all the details and col
or chalks it had, always lit the eyes of the younger ones. Equations, alphabets
and spelling rules. Poems, prayers unimembres and tables. Table 7, geographic re
gions and problems of simple rule of thumb. Every hour a different tattoo on my
skin rough. Date and dates. Number of exercises and "Today is a cloudy day" with
the dull side of a sun almost hidden by a big cloud. Always ready and in silenc
e. Who else that I knew the intimacy of each class? Students preferred and denig
rated. Weird questions. Almost heroic gestures in the teaching exercise. But I a
lso saw many students humiliated and crying in a hidden corner of the classroom.
Laughter. Promises of a school year intense and leveraged. Objectives fully ach
ieved. Other years saw the same exercises of the previous year the same folder c
opied from teaching with the same face of boredom. Young girls tested their lyri
cs as a teacher with a trembling hand and animated at once. They sought the call
igraphy that only gave them my extensive surface. "Why do all teachers have the
same point on blackboards," he asked once a pony of fringe rebel without achievi
ng a convincing answer to his teacher. I also had it. Should I say that my name
comes from a family of related lineage geology? Is the geology? Yes, sir. Some s
ay the board comes from the Latin word fissus: split open and others comment tha
t comes from Basque (pizarri). They attribute the first etymology to the fact th
at the tiles are commonly found in disturbed soils where they form alternating l
ayers in general, with beds of sandstone. Often contain large amounts of fossil
organic remains. Resistant to crushing, to the weather, the fire of acid fumes,
the sea air. At the end of the last century Hispanic American Encyclopedic Dicti
onary of Literature, Arts and Sciences, published in Barcelona in 1894, said tha
t the board, a
several other meanings was a "piece of this kind of dark rock something polished
and usually rectangular wooden frame, which is written or drawn with chalk or w
hite pencil." The pencil, on the other hand, was a stick of slate pencil or was
used for writing or drawing on stone slates. His cousin, chalk, my steadfast par
tner, was already in the last century synonymous with writing and teaching: in t
he academies and schools was given the role of "pen", ie, the writing element ov
er larger areas that of the student sheet. Also used to be called "Clarion." The
conditions demanded of the chalk or chalk, which at that time were produced wit
h any quasi-craft, were "to be deleted easily and although it has sufficient con
sistency to be able to write with it, pointing it without effort and without scr
atching the blackboard ... " (Will they pass many of today chalks these quality
tests?) To achieve these properties must be "free of gravel and caliche." Prepar
ed powder with white clay, mixed with other minerals that could not miss the cas
t. Once prepared and could be mixed with water to form a thick mud that were mad
e with the bars. Mine is less erudite and less geologically. I called blackboard
, usually in the Antilles, Argentina, Uruguay and Venezuela. I say also "waxed"
and I'm often a wax box (believe it or not, in some parts of rubber or canvas I
painted black) and, most of the time, I am of painted wood. Earlier this century
, many classrooms were surrounded by my brothers. That is, not only occupied the
place of privilege in front of the class, but we occupied the side walls of the
classroom. Why so many boards? The new times demanded a lot of work for boys an
d increased activity of the student. For that I was a fundamental tool€and keep
them engaged in accounting practices and dictates many students at once, it was
a very common practice, since the sides of the classroom could be placed many c
hildren to practice dictates, multiplication or division by three figures. Whate
ver ... And here I come, I still enjoy good health. What technology can I move?
I think not. There are, for of example, my nephews electronics. A Formica my cou
sins, so that the rest a bit and chalk to work the markers. There go hanging aro
und others who can take hard copy of what has been written about them. Digital C
halk "? Tarpaulins "glass? Who knows. Around here we go. We are not important be
cause ... eye ... what is replaceable who writes about us. Here students can not
miss. Y.. for more than a technologist wants to replace them, can not miss the
teachers. Of these, 0 for them and for them it is all our work. We are silent wi
tnesses of what they do. We have no words or ideas. We are not the center of the
ir universe. They are. For more chips and liquid crystal displays that we instal
l. The most important thing will remain the color of your dreams
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any of us. And those dreams shine on a blackboard while shelling as a monitor of
last generation. There will be digital heart to replace him. DEFINITION OF EDUC
ATIONAL TECHNOLOGY The set of means, methods, tools, techniques and processes un
der scientific guidance, with a systematic approach to organize, understand and
manage the many variables of any condition of the process with the aim of increa
sing the efficiency and effectiveness the latter in a broad sense, aimed at educ
ational quality. (JOHN). It is the pedagogical use of all instruments and equipm
ent generated by the technology as a means of communication, which can be used i
n pedagogical processes in order to facilitate the teaching-learning process. To
day we might say that also include high information technology. (Salvador Neighb
or) EDUCATIONAL TECHNOLOGY An Alternative? Traditionally in our country, has app
roved technical education in technology education. For the sake of clarity, the
technology makes the world of the generation of knowledge that come together in
solving problems and is manifested in artifacts, processes or systems that lavis
h a man a better life, the technique is part of that knowledge and is evident in
the processes of production of ways of doing so. Engineering education focuses
on developing knowledge, skills and abilities related to the processes, tools, m
achinery and equipment, to this end, they work on exercises which provide the th
ematic pre addressed. The technology education, including basic education and up
per secondary school by the new education law, has gone from being, in some case
s, an area of academic filler "and in others a" hook "to attract advertising, it
generic has been the choice of a technical discipline (engineering drawing, ele
ctricity, typing, mechanical, computer, etc.). instructionally worked without th
e broad perspective of education in their own technology. In Mexico there is an
alternative proposal that affects curriculum to improve education using technolo
gy that is recognition and use of the product of technological artifacts, as ele
ments on which it is possible the acquisition of technical language and the stud
y and analysis of conceptual reconstruction artifacts to the appropriate technol
ogical developments such as knowledge. This generates an array pedagogical - met
hodological towards the creation of spaces for reflection on the particular conc
ept to build, compared to its relations with time and state of technological dev
elopment already achieved, three
and compared with levels of cognitive development in the sights of developing a
creative attitude towards the phenomenon of technology. The task, then, in shapi
ng particular academic areas on which the students construct the concepts of tec
hnology and able to reach its creative approach to the problem of technological
development. In Mexico is creating a learning environment for the implementation
of educational technology and an important social function of education has bee
n, since the inception of the school in modern terms, to prepare the younger gen
erations of high school for future productive participation in the society in wh
ich they were born. The education system is a relatively recent development in t
he history of mankind,€as a component of society generated by the industrial mo
de of production since the eighteenth century. The central feature of the indust
ry, which distinguishes it from other modes of production, greater division of l
abor, which ultimately resulted in the emergence of a new series of specialized
social institutions. Thus, incrementally society became more complex as students
become part of a "social function of production." This cut dimension of educati
ng for employment can not only help strengthen the capacity of a nation to devel
op its potential assimilation and generation of science and technology. In parti
cular, educational technology knowledge today has acquired a sophistication that
demands, as mentioned above, a high school student much more developed intellec
tually. The student must have the capacity to identify, access and manage inform
ation sources, these sources can vary from conventional libraries, magazines and
newspapers, to email, telematic networks and searches of computerized databases
. The emphasis on the sources of information rather than a specific quantum info
rmation, as is customary in the current educational models, is justified by the
often-mentioned "information explosion" and the rapid pace of development of man
y disciplines. There are two major implications arising from this fact: First, e
ducation must emphasize that body of knowledge with the lowest rate of obsolesce
nce, consisting of the fundamental principles of science and technology. Second,
it is more important to develop in students the capacity to manage information
resources, including of course the understanding of fundamentals of discipline s
pecific area, rather than make them memorize a lot of data. I believe that educa
tional technology is appropriate for the student who is attending the high schoo
l level because it is developing both technical skills include manual skills suc
h as communication skills oral and written. Much has been said about the relatio
nship between hand and brain, so that does not seem necessary to stress the impo
rtance of developing
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manual skills started at an early age. Moreover, the practical nature of technol
ogical knowledge already mentioned, makes it essential that the student develops
the ability to use tools and machines, as is traditional in technical education
. The key distinction here is that the emphasis should not be located in the tra
ining of a highly skilled operator, as occurs at present, but an appreciation of
how the working instruments enhances the capabilities of students to transform
the environments in which they live .
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