Tecnologias e Aprendizado Palestrante: Leda Muñoz - CICI2011

1. Educating Cities Seminar Leda Muñoz
Curitiba, Brazil Director
May 18, 2011 Omar Dengo Foundation

2. The Omar Dengo Foundation
FOD
A non-profit organization in charge of the National
Informatics Educational Program in partnership with
the Ministry of Public Education in Costa Rica.
It is responsible for the design, implementation and
evaluation of the Program , Grades K to 9, including
students and teachers.
In 2010 our activities have benefited almost 470.000
students which represents 62.3% of the student
population.

3. The FOD also offers diverse educational services and
products based on ICT ´s, to attend other sectors of the
population in Costa Rica and other countries of the
region.
In addition, it has active monitor and evaluation
programs as well as research and development
programs to feedback with innovation and constant
improvements all of its projects and activities.
It was founded over 20 years ago by a distinguished
group of Costa Rican intellectuals and entrepreneurs.
Since then it has been accumulating relevant experience
and a strong network of national and international
partners.

4. Introduction of ICT´s in school system:
The why´s and the how ´s of the FOD

5. Why ICT´s in schools
“Digital literacy is crucial for XXI century citizens“
Considerations:
Issues of access and equity must be addressed.
Distribution of computers attends only a small
fraction of social gaps.
Use and appropriation of ICT´s depend on skills
that are distributed uneven among the population
because of social inequities, that could result in wider
gaps.
Distribution of ICT´s alone does not change educational
outcomes.

6. Why ICT´s in schools
“To improve quality of education”
Considerations:
More than access, involves training of teachers,
designing a pedagogical model and development of
materials for students: a clear and sound “how”
is needed.
As above, social gaps can grow due to differential
conditions to use and appropriation of ICT´s, so the
leveling-off effect may not occur.

7. ICT´s in education: ethical considerations
digital divide is more complex than previously defined:
there are gaps between individuals, households,
businesses and geographic areas with regard to both their:
Opportunities to access ICT´s and
Opportunities to use them productively
Technologies in Education for all but tailored to the needs
and realities of the different groups and individuals.
Groups with reduced learning opportunities (cognitive gap)
an additional effort should be made (compensate).

8. Why ICT´s in schools
For the Omar Dengo Foundation
ICT´s are powerful instruments to promote the
development of capacities in students and educators by
doing new, different things.
Means to transform the educational process into a more
personal , mobile, ubiquitous, and enjoyable process in
which students can actively, interactively and creatively get
involved.
Objective: Development of opportunities for people
through innovative learning processes and the productive
use of digital technologies. Our starting point is to
stimulate the educational, social and economic
development of people.

9. ICT´s in education: HOW
FOD endorses the vision of development as a process
of expanding human freedom as stated by Amartya
Sen. The FOD´s model is based on two main
educational approaches :
• Constructionist perspective:
Papert´s educational proposal involving ICT´s and
Piaget´s knowledge theories.
• Learning through projects ( PBL).
To develop “ XXI century skills”
(capacities to reason, collaborate, participate, use
knowledge for creating, define and solve problems and
develop responsibly and safely in digital contexts).

10. ICT´s in education: HOW
• The student is the center of the process.
• The teacher needs to be supported in the new
paradigm: from a discursive education to a
productive-interactive education using ICT´s.
• Learning for comprehension.
• Students as tutors or mediators.
• Teaching and learning thru programming
(Logo, MicroWorlds, Scratch, Alice , etc).

11. Un marco innovador
Resolución de
problemas
(programación)
Emprendimiento y Aprendizaje basado
productividad en proyectos
Redes sociales y
Capacidades
aprendizaje en
ciudadanas red

12. The learning needs and
expectations change over
time as society changes, and
so change the opportunities
for teaching and learning.

13. The new vision of education: from a discursive, passive,
homogeneous education to a personal , mobile, ubiquitous,
productive and enjoyable process in which students can
actively, interactively and creatively get involved beyond
the classroom´s limits.
By intensifying exposure and appropriation of ICT´s .
Emphasis on XXI century skills.
One size does not fit all: context and age are important,
country´s realities and economic and political sustainability
are also important: careful design and planning process.
Imperative to favor efforts to monitoring and evaluating, to
understand what is really happening, to compare options,
to look for the best cost: benefit alternatives.

14. New roads

15. Process of intensifying exposure and appropriation of ICT´s
in schools:
Scaling
up
Laboratorios TM en Liceos
Mixtos Educación Rurales
Colegios
Innovación El Silencio Comunidades
Educativa conectadas
2002 2003 2005 2007 2009 2010

16. Rural High Schools:
a focalized 1:1 model
Promote access to MT to young
students in rural disperse areas.
Promote intellectual, personal, social
and productive capacity development
in students.
Promote the development of skills for live and to contribute to
the improvement of their communities.
Involve families and communities in the learning process.

17. students
Pedagogical
model and
ICT´s
community school

18. Modelo pedagógico del Liceo Rural (MEP)
Orientación
Proyecto
Educativa y
Social
Vocacional
Actividades
de desarrollo
personal
Área
Personal
Social Educación
Cívica
Talleres Talleres
Área Socio-
productiva

19. Objetivo: Desarrollo de capacidades de estudiantes y educadores
A través de la apropiación de las tecnologías digitales
Expectativas de aprendizaje
Estándares de desempeño de estudiantes expresadas como desempeños
en el aprendizaje con tecnologías digitales con las tecnologías
3 dimensiones de desempeño: Resolución de
problemas e investigación; Productividad;
Enfoque educativo: aprendizaje centrado en el Ciudadanía y Comunicación.
estudiante, activo, basado en la experiencia, 5 propiedades de los desempeños:
colaboración, razonamiento lógico,
proactividad, ética, creatividad.
Modelos de acción
Tecnología como Aprendizaje basado en proyectos
herramienta curricular
Aula Abierta (población de primaria con Robótica
Escuelas Multigrado extra edad y en riesgo social)
Laboratorios Labor@
Guías didácticas
(manuales para la ejecución de un proyecto en cada nivel)
3º: Construcción de un 4º: Simulación que
explica por qué un 9º: Construcción de Concepto clave
video juego sobre la un video juego sobre
alimentación saludable fenómeno natural se
convierte en desastre la biotecnología Nuevos instrumentos

20. We are also:
• Collecting base-line measurements.
• Designing a monitoring system.
• Designing a community-based technical
support unit.
• Designing a “green agenda” for the projects.

21. Muchas gracias