New technologies in schools that learn
Nowadays, there is a large variety of methods coexisting in the schools which might favour our learning process. Moreover, there are many programs which try to find the way of activating the implication of the different active and passive agents involved in educational communities. However, the appearance of numerous frustrations and dissatisfactions in education centres regarding the quality of the centres themselves might result something characteristic.
The different learning perspectives applicable to the educational programs of a particular education centre tend to alter the multiple levels of responsibility and action in their management. Therefore, one of the principal aims that education centres must cover is to favour the human performance in each of the areas and people involved in it.
Within the organization development models that can be applicable to educational contexts, it is worth doing an especial outline concerning the perspective provided by Peter Senge, director of the MIT organization development centre, in his book ‘’Schools that Learn’’ which is at the same time an extension of his work about the organization and management development, ‘’The Fifth Discipline’’.
With such an approach focused on the general theory of systems, he reinforces the five principal key aspects that can be used to explore mechanisms that may benefit the learning process and the ongoing evolution of the teaching management itself as well as its impact in the different educational contexts. These key aspects are the following:
Everyone is guided by their own instinct to a lifelong learning. In any time of our lives we would need to acquire new skills in order to face the realities that surround us. Precisely, becoming aware of that aspect allows us to observe our educational organizations such as places that are opened continuously to the learning experience.
Talking about a personal domain gives us the opportunity to define our current situation and the way of constructing from it an excellent view about our own future. In this way, it deals with favouring learning environments based on the experience, and which can improve new dialogue scenarios centred on the individual and group progress of each of the components. Besides, with all we have said together with an special superiority, we can obtain one of the most significant parts of the educational systems; the trainers.
In this section, the idea of protecting learning environments which favour the constant interaction between different active and passives agents involved in the educational communities is going to be defended.
Throughout the design and the realisation of working scenarios which are highly sustainable and based on the constant creativity and exploration, we can achieve the acquisition of new competences to favour the development and learning progress of the people who become part of an educational system.
In order to favour team learning, interaction and communication within all the people who are in different levels inside the educational community, those kind of activities must be constant. The management of the educational resources and the existent talent in the learning community, increase the collective talent which is always superior to the one resulting from the sum of each of the individual’s talent.
Our own manner of thinking and resolve the sum of all the things that are happening around us will ultimately define, in a certain way, the results we reach in each situation.
Creating educational organizations which are receptive to learning requires to include competences that we can use to think about the perceptive process of the surrounding reality. Only when we achieve new ways of observing all that surrounds us, we get to analyze in a different way the educational mechanisms, skills and resources.
There are different levels of interaction among the people who are part of the educational organizations. Besides, education centres are a human system in constant change and are opened and receptive to learning.
The educational organization as a system hold always a common purpose to students, faculty, management and the local and institutional organization from which it is part of. When we learn to identify and shape the current reality from the vision of each of the people who are part of an educational community, we can include new opportunities in order to improve the present educative resources. Moreover, it always helps to build strategies and aims closer to the real need of an educational community.
Uncontrollable changes in the educational organization are taking place through the last decades. The programs and resources used to the management of the education processes are taking us to new work scenarios where the development of educational scenarios based on a shared vision gain special importance. In short, it is about achieving a major involvement of both active and passive agents in the education community.
The perfect mechanism to favour this conditions results from analyzing the educative situations in which appear states of constant block. The management of the knowledge and the creation of a level of interaction that can facilitate the improvement of educational resources could allow the usage of the necessary educational transformations we can achieve the impact we expect.
In this way, the technological change itself can favour the conversion of upsetting educational situations and circumstances which may result difficult to handle with great opportunities to convert the educational experience.
Actually, the design of virtual working scenarios that favour the active and constant interaction of the people involved in the learning process, could grant the construction of scenarios in which students can meet new challenges which facilitate a lifelong learning process.
In EDUECA, we have taken advantage of our experience in creating technological structures for the enhancement of the education online. We have used these systematic approaches, which may always favour the learning process based on the experience itself. Therefore, we try to focus on the reflexion about our own personal mechanisms and grupal learning but in a enjoyable way.