The WHO indicates that more than 1 billion people need Assistive Technologies (AT) and by 2030 there will be 2 billion. Among these technologies, 50 stand out as priority technologies that should be included and available in all social service settings (WHO, 2016) and public services such as schools. Given this, it is worth asking ourselves, are we prepared to develop an inclusive technological organization within schools in an adequate proposal? Can we do it, or at least, define the necessary structural parameters? European observatories point out that we are far away from a deep application of ICT in classrooms and far away from a complete inclusion (European Commission, 2019; European Agency for Special Needs and Inclusive Education, 2023).
Author: REUNI+D Artículos
In the complex and increasingly interconnected world we live in today, a world facing an unprecedented eco-social crisis, there is no escaping the need to build global citizenship. Against this backdrop, Global Citizenship Education (GCED) has become an essential field of study and intervention encompassing a wide range of practices that, over time, have given rise to a multiplicity of meanings and debates.
Our research group has been promoting various initiatives in the sphere of lifelong learning for teachers to develop collaboration between different agents and contribute to rethinking the actions that commit the university to educational and social transformation (Giroux et al., 2022).
In this area of work, we have been developing a research process to re-situate our university praxis by exploring the decolonial turn through the recreation of our classroom experiences. We aim to be able to generate and consolidate a collaborative scenario to share our reflections on the work of community teachers along a path that is open to the possible, in which the different ways of relating the educational experience can converge, mediating the establishment of relationships and the meanings generated about our practice. In parallel, we arbitrate reflection on the strategies promoted to enhance the professional development of the participants, analysing the findings and difficulties of the research process itself.
Promoting Data Literacy in the University Environment: Training Experiences with Undergraduate Students
En today’s data-driven society, data must be seen as an essential resource in the teaching-learning process and, to this end, university teachers must be able to identify, visualise, analyse and evaluate data sets.
Data literacy is understood as a person’s ability to read and understand the meaning of data, which contributes to any citizen being able to make decisions that affect their professional work and/or daily life, based on data (Martín, & Iglesias, 2022). For this reason, this literacy -together with others such as information and digital literacy- should be present at all educational levels and, in particular, in university education. Similarly, it is important to highlight that data literacy and education are not only limited to technical skills for working with data, but also include an understanding of ethics and privacy in the use of data (Correa, Losada, & Gutiérrez-Cabello, 2021).
The European Erasmus+ project CAREERS AROUND ME- Smart technologies for improving Career Management Skills The European Erasmus+ project is based on the key role of career management skills (CMS) in lifelong guidance, as is reflected in the resolutions and guidelines of the Council of the European Union and the ELGPN which address this issue (ELGPN, 2012). Its aim was to propose a framework of career management skills that would allow to design interventions able to activate and support each individual according to their needs and taking into account their life context and, at the same time, to provide a tool for policy makers to monitor the role of professionals and services involved in guidance.
As users of technology and as teachers in the area of educational technology, we use a multitude of platforms to support our daily work. Some of them are provided by the university where we work and others are external tools to which, with a greater or lesser awareness, we offer data with which in many cases we do not know what to do with them (Camino, 2022). When we work with our students, both in face-to-face and virtual classrooms, we are constantly exposed, all of us, to leaving a trace of our activity, but what can all this data offer us? How can we use it to improve our Teaching work?
Speculative fiction in school education or the need to imagine what is yet to come to rethink pedagogical relations in the present
On 19 and 20 January 2023, we organised at Disseny Hub Barcelona the conference “Imagining possible worlds: Potentialities, limits and frictions of speculative fiction in research and education”. In this meeting, we shared a space with colleagues from different institutions to think and carry out prefigurative politics. We consider this notion a set of practices and social relations that, in the present moment, “anticipate” the germs of a future society (Ouviña, 2013; Graeber, 2019). This proposal invites us to reconfigure what can be considered education and problematise who has the power to legitimise it. In this reconfiguration, we review in this paper two reports from international institutions that prefigure scenarios for school education. Secondly, we present some perspectives that open up the possibility of imagining futures from speculative fiction. And thirdly, we present some ideas of how speculative fiction can be embodied in the classroom not to represent worlds but to create them.
The importance of music education in particular and artistic education in general is beyond doubt, as it not only helps citizens to access and enjoy culture more fully, but also serves as a fundamental tool to inspire and encourage dialogue, respect, and tolerance among all members of the educational community. For that reason, at PedaLAB, the pedagogical laboratory of the University of Granada, we are working on several innovative and critical approaches to music education that primarily promote knowledge of the political, social, and cultural dimensions of music. This allows us, in the first place, to open up to new sound universes: new styles, genres and periods that are not generally part of the official curricula or of the teaching that is given, something that essentially contributes to broadening the cultural training of the students.
Expressive sovereignty is a concept that we have been developing in recent years in the Procie group, as a product of our understanding of teaching and teacher education processes. It is the result of reflection on the teaching task and research that we have been carrying out for some time, through the stories of pupils, teachers and children at school. We start from an onto-epistemological position that recognises the productions of these subjects as valid knowledge about their experience, their lives and their actions. We also recognise the right of these subjects to use the means of expression they consider most appropriate for their public manifestation, in accordance with the characteristics of what they wish to transmit. Different forms and channels of expression, beyond mere information, reveal different contents of a different order.
Critical and feminist pedagogy for the development of spectatorial skills and receptivity in expanded theatricality
A group of students of the higher degrees of Vocational Training (FP) of Promotion of Gender Equality and Higher Technician of Sociocultural and Tourist Animation of the Institute of Public Education IES-FERRARI of Valladolid created and implemented a theatrical performance called “Turn the mirror around”, within the framework of both degrees. The aim was to help to make micro-chauvinism visible in order to prevent gender violence and promote equality among adolescents and young people from other secondary schools in the city.