Technology will not solve all education problems

While it is unthinkable to ignore the importance of technology in the lives of young people around the world, on the other hand the use of this technology in the classroom still generates great debates between educators and academics.

How to turn (often high) investments into technology into ideas that actually improve student performance and learning?

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The theme was discussed in São Paulo, in a recent seminar of the Santillana Foundation and Unesco (UN branch for education and culture).

There is no consensus on the subject, and many studies have yet to find direct correlations between use of technology and better learning.

But observers believe that if the Internet, tablets, computers, applications, and other platforms are used to stimulate students‘ imaginations and support the teacher’s work, with clear goals they can have a positive impact not only on grades, but on skill development and engagement of students.

“The successful use of technology is always accompanied by reforms in other aspects – such as curriculum (school), evaluation and professional development of teachers,” says the final document of the event in São Paulo.

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From the debate and opinion of experts, BBC Brazil raised ten trends related to the use of technology in the classroom and experiences of its use in practice.

Add value to the teacher’s work instead of replacing it
Instead of technological resources that try to replace the teacher or just digitize memorizing tasks (such as taboada) – initiatives that have little practical effect and can even hinder performance – it is far more productive to think about how technology can help the work of the teacher. teacher.

“One of the most caricatured images of technology in education is a computer that replaces the teacher, automatically offering information to students. But that has led to poor results, particularly when the emphasis of curricula is not only on knowledge but also on competence, “says the Unesco document.

“Instead of thinking ‘we have this technology and this application, how can we use it for education’, the ideal is to reflect the opposite: ask teachers what kind of problems and difficulties they face and think about how technology can help them, “says Francesc Pedró, Unesco’s representative for education, to BBC Brazil.

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In this context, the teacher ceases to be just a transmitter of knowledge, but a mediator – guiding students with instructions, feedback, context, examples and key questions within each project and identifying which technological device is best for each moment (even if be paper and pencil).

Studies also indicate that there is little point in using technology just to use: projects that do not have clear objectives and integration with the school curriculum will add little to learning.

Improve processes without radically changing them
Technology does not necessarily have to revolutionize class: it can be used to help teachers and students work more abstract content, for example, or to facilitate learning.

Science and accuracy education is where most of the successful experiences of advancing technology are, precisely because it makes it easier for students to visualize concepts, transform numbers and equations into digital graphs, and see the results of their experiments.

Applications such as the free Geogebra (www.geogebra.org) have also helped teachers teach geometry in high school.

A study of 125 students in grades 7 and 8 in Colombia found that technological resources in this type of activity increased students’ ability to interpret and use graphics by 81%.

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Tablets are gaining space on laptops and desktops
Cheaper and more portable, the tablet tends to gain space.

The traditional Bandeirantes college in São Paulo has a pilot project to use tablets equipped with AppleTV from the 6th year to replace the computer rooms (which drained resources for both the maintenance of the servers and the updating of the equipment) .

The Unesco document sees the individual tablet – whether purchased by parents or borrowed by the public authority – as a medium-term trend in education.

Pedrou, from Unesco, says desktops and laptops will continue to be useful for writing jobs and equipping needy students who do not have access to technology.

But there is a tendency for governments to take more advantage of mobile devices that are already owned by students themselves (smartphones and tablets) and focus their investments on powerful applications and networks.

Thinking about the internet beyond search and social networking sites
Many teachers have noted that traditional tasks are often solved by students with poorly crafted searches on the internet and the old “CtrlC + CtrlV” (the copy and paste computer commands).

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“There is no point in continuing to promote Internet use without adequate structure and guidance, which does not prevent most students from relying on the first information they find for their job, as well as helping them avoid distractions from the network itself” , says the Unesco document.

But the internet has a lot more potential beyond search and social networking sites.

A project called GLOBE (www.globe.gov), for example, connects more than 4,000 schools worldwide with scientists. In it, students collect environmental data from their regions and send it to specialists, who help analyze them and suggest solutions to local environmental problems.

Platforms such as Padlet (http://padlet.com/features), already used by students in the Brazilian public network, help students and teachers build online projects together. Experiences in which students create their own websites also stimulate diverse skills and the production of their own content.

And with regard to traditional searches, it’s up to schools to teach students to search more efficiently, filter and compare data, amidst the ever-increasing wealth of information on the internet.

Make connections to the real world
If it facilitates the connection of the classroom with the outside world, technology can play a crucial role in teaching. And there are more and more examples of this.

In the US, elementary school students have created their own digital school yearbook and a virtual tour of a local museum to show it to younger students at the same school. The result was more committed students to the studies.

In Ecuador, 55 students equipped with computers simulated the opening of a restaurant during classes. They used software like Excel to control their spending and platforms to develop a project website, draw pamphlets, and so on.

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In a rural school in Colombia last year, students were given tablets to develop a project to protect the local water basin and analyze soil samples. With the help of educational apps, they used the opportunity to learn the elements of the periodic table.

Read more: Would you spend an interview to study at Oxford University?

According to the Unesco document, such initiatives provide “practical opportunities to exercise and apply skills” in which students “gain motivation and become much more involved in the learning process.”

Stimulate creation, cooperation and interaction
Students learn more when they use technology to create new content for themselves rather than being mere recipients, says the Unesco document.

In this area there are successful experiences of groups or schools that jointly create and debate databases on certain subjects on collective construction platforms such as the Knowledge Forum (www.knowledgeforum.org).

In the city of Puente Alto, Chile, students of the fourth year of elementary school participated in an interdisciplinary project of languages ​​and arts, whose objective was to understand and value native peoples. Students researched in groups, created a story about one of the people, recorded and edited their own project video.

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Assessments indicate that content comprehension is greater in such environments than if textbooks were used only.

Thinking about new ways of evaluating students

Before new ways of offering and producing content, we must also think of new ways to evaluate their production, experts say.

“It is best to pursue tasks that stimulate the relationship with content and reflection – give greater challenges to students who are armed with more technology,” says Pedró.

He further says that schools can not forget their responsibility to develop and evaluate students’ digital skills. “Although they use their cell phones all day, they use them for tasks that interest them, not necessarily for their intellectual development. Countries such as Chile already assess the students’ digital competence.”

Use games for learning
If well used, video games may require the student to analyze the situation, concentration and knowledge of the subjects studied, while making learning more experiential and fun.

“Games are important when dialoguing with local reality and history,” Manoel Dantas, general director of Clickideia, a provider of educational content for public and private schools, based in Campinas (SP), told the BBC.

The company developed, focusing on students from Rio Grande do Norte, an interactive game that addresses a massacre that occurred during the Dutch invasion of the state in 1645.

In Peru, students participated in the construction of a 3D game based on an episode of Peruvian independence (the rebellion of Cusco, 1814). It was used as a supplement to classes and improved class performance.

Customization and customization
Some online platforms allow content to be customized by region (activities linked to local history and custom, for example) and even to each student, according to their strengths and weaknesses.

It is adaptive teaching, “which draws a profile of the student and identifies how he best learns,” explains Dantas, from Clickideia.

Another platform that uses the method is the Brazilian software Geekie, that when interacting with the student, realizes its aptitudes and difficulties and traces a study plan adapted to them.

Planning is key
The use of technology will be most effective if it is not random but planned, with clear objectives of what impact it can have on teaching.

In a July study this year on technology efficiency in education, the Inter-American Development Bank suggests four items: 1) Focus on specific learning goals, which may be in basic areas such as math and language, or in skills such as critical thinking and collaboration; 2) Coordinate key components: technological infrastructure, content and human resources; 3) Develop a project evaluation and monitoring strategy, with the steps to be followed and the impact that it intends to generate; 4) Ensure that the initiative is not isolated, but part of a sustainable plan over time in the school or network.

Teachers have never been through such a difficult phase to practice their profession as today: inattentive, disinterested students who complain, yawn or talk during class. What can I do to reverse this picture? As we think about the daily life of these children and adolescents, we know that what they most enjoy is to make use of technology, whether through cell phones, tablets, PCs or video games. Through technology tools, we can make classes attractive, but not just that: effective! Learn why:

  1. Actor of learning
    When using the computer, the student becomes the actor of his own learning, and the role of the teacher is the mediator in the teaching-learning process. Thus, the student can explore new possibilities of learning having the teacher as a guide in his knowledge course.
  2. The contact with reality
    The internet is an inexhaustible source of real-life examples. Through the web, it becomes easier to interact between didactic content and reality, making learning useful for everyday life, establishing a link between real life and the concept learned. In this way, the student will understand the reason for learning certain concepts that might otherwise appear to be useless. It is important, however, to emphasize the role of the teacher who has fundamental importance to help evaluate the sources of information and even all the content available to the student. In this case, the teacher acts as a guide to the available content.
  3. Visual materials
    The visual materials that the web has make the absorption of the content by the students is given more accurately. The vast majority of people are visual, so the use of pictures will enable students to better memorize and assimilate the content.
  4. Respect for individuality
    When the student interacts with the computer, it is possible to adapt the materials according to the personal needs of each student. In this way, students with cognitive disabilities can do different exercises using the same topic, the other students can advance in activities according to their knowledge, and the gifted can move on, in search of new challenges.
  5. Stimulating interaction
    The use of technology favors interaction among students. Even shy students are able to interact through technological tools. By doing activities in pairs or groups, the internet allows everyone to express their knowledge and opinions, which brings to the fore previous students’ experience, which motivates them even more, since they feel an active and important part of the learning process .
  6. The use of games
    Students – and not only them – are motivated when a content involves some type of competition. Through gamification, learning becomes fun, and entertaining. Students who are competing with each other or with the machine get immersed in the activities, and even lament when the class time ends!
  7. Homework? How nice!
    Nothing like a game, a wanted or some other challenge to get students to enjoy doing homework, and even thank you for it: throw interesting questions on the air and let them think and search about the solution . Make them think, arousing in them the interest in reasoning.
  8. Attentive students
    Without technology, we hardly keep students attentive for forty, fifty minutes, talking about the same topic. Even we adults have trouble concentrating. Who has not caught up with tapping their fingers impatiently because a page takes … seconds to open? On the other hand, sometimes we spend hours watching things that interest us and we do not even realize time runs. Technology can keep any individual focused. When the activity no longer interests the student, it is always possible to move to another, and another, and another …
  9. Motivation on the rise
    Have you ever imagined students who can not wait to attend your class? This is not utopian, it is possible, through technology. Challenging, challenging, challenging, and challenging exercises, there is an infinite range of ready-to-use activities, just searching for good sources and accessing them, leaving students free to explore new resources.

Why use Technology to teach and learn?

Almost all human activities are related in some way to Information Technology and Communication (ICT). Seeing things like this, it seems that the answer to the question titled this entry is obvious, however, some issues related to the use of ICT in teaching – learning are not obvious, moreover, many teachers belittle the value of technology as a means and tool to enhance learning achievements.
Applying ICT in teaching-learning does not consist of students mastering the use of a certain computer program tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado, it is rather about taking advantage of the skills they and they already have in relation to the use of technology to improve their ability and possibilities of acquiring knowledge in other subjects.
The possibility of accessing data that would otherwise be impossible to obtain at school (for example, real-time images of Mars

collaborative projects with their peers anywhere in the world (without having to physically move anywhere)
the physical phenomenon simulators
multimedia resources, the tools to organize academic work and a very long virtual education etc.

These are just some good reasons to teach and learn with ICT.

From pencil to stylus: how technology is transforming education

Before the digital revolution, the teaching was based on the use of pencil, paper and dozens of books full of information, opaque in form and, above all, static in content. Elements that set a very defined path for students.

Throughout the 21st century tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado, with the expansion of the digital revolution to all areas of daily life, education is undergoing a progressive transformation. A process in which paper and pencil are abandoned in favor of the touch screen, stylus and keyboard; and with it, the static traditional methodology gives way to dynamism, creativity and modularity.

In this report we analyze the great influence that the technological revolution is having in schools, where students’ needs are met with greater efficiency, knowledge is imparted in a more dynamic way and, above all, where the minds of tomorrow already They are being incubated under a completely different paradigm.

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The traditional education system and its incompatibility with the 21st century
Education and the transmission of knowledge has been one of the basic premises of society for more than 2,000 years. Based on very archaic models – but valid for the needs of the time – the Egyptians, the Greeks and the Romans already had systems of transmission of knowledge and, consequently, of education.

At that time two large groups were distinguished: theoretical teachings and practical teachings. The practices were the most common: the master craftsmen taught the work and the crafts to their descendants and apprentices, which would end up improving the techniques progressively over time. Theorists were the least common, but the closest to the current model: great personalities such as Socrates, Pythagoras or Plato devoted much of their time to research, reflection and teaching of their knowledge to select groups of the people, thus ensuring that his legacy would remain motionless with the historical progress of human society.

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Centuries later, educational methods had already advanced to a higher level. The first universities were founded in areas such as Morocco, England, Italy or Spain, epicenters of socio-cultural movements of the time. They placed great emphasis on topics such as art, science or history, fundamental areas for the progress of the time. Gradually, the education system began to take shape.

However, standardized, basic and universal education as we know it today did not begin to come true until the 19th century. The different ethical and social movements that occurred during the previous centuries drove the human being to open the door of knowledge to progress – the arrival of the bourgeois class and its progressive ideals played a fundamental role here. In Spain tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado, queens such as Isabel II promoted the disappearance of illiteracy among the population through laws such as the Moyano Law, which would be consolidated as one of the most important in the Spanish educational field.

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The current educational system is the result of several centuries of progressive and exponential transition. At present, a change in the methodologies and contents imparted is necessary to be able to confidently face the complex and diverse future that awaits us.

Over the years, educational laws would continue to undergo reforms and adaptations according to the changes of the time. Some changes that also brought a change in the methodology that leads us to the current situation.

Before going into detail and knowing how technology is altering and altering the schools of the future, it is necessary to understand and analyze the methodology used by the teacher today. This is summarized in two main points:

Teaching. Knowledge is taught in class through the oral transmission of knowledge, the use of textbooks and, on certain occasions, the Internet. The knowledge of the student is shown, the conflicting aspects of the syllabus are explained in more detail and a series of exercises and works are established to try to strengthen that knowledge in the student’s mind.

Evaluation. In most cases, the acquisition of knowledge is verified through periodic tests in which the student faces different theoretical and practical issues associated with the subject. After that, a grade is assigned (generally between 0 and 10) that reflects the level of knowledge that the student has of the subject.

This classic methodology, although it has been effective in many cases, reflects numerous shortcomings that lead the student to demotivation, disinterest and, above all, to a very superficial acquisition of knowledge tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado. A lack that, with the arrival of technology in schools and, above all, with the digital transformation that society is undergoing, are being accentuated more than ever.

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When the inclusion and integration of technology in schools is conceived, it is often done in a very superficial way. The vast majority of Spanish academic institutions, teachers and, of course, students, assume that the integration of technology in schools consists only of replacing elements such as pencil or paper with more advanced tools such as tablet, the electronic board and virtual platforms.

But that is only the cusp of the iceberg. The arrival of these new tools in schools must be imperatively accompanied by a change in the methodological level. And it is that the world in which we currently live and, above all, the imminent future that awaits us, poses completely different challenges than those we have faced in the past. The paradigm is in full metamorphosis, and education must accompany it.

In an increasingly connected world, the development of skills such as memory begins to lose value. Teachers should encourage other skills such as flexibility, teamwork, understanding or creativity. All of them will have greater value in the future that awaits us.

An example of this required metamorphosis can be observed in subjects such as History. The traditional methodology is based on the mass memorization of concepts, events and dates that, weeks later, should be presented in a written or oral exam. Days later, the work done by the student obtains a specific grade that certifies the correct acquisition of the knowledge associated with the subject.

The problem with this methodology is that the understanding and settlement of such knowledge is completely in the background. The student’s goal is to pass the test established by the teacher, and teachers, in most cases, contribute their methodologies to that common goal. It does not matter that the student forgets days later what he studied. Nor does it matter that the student does not extract anything of value from these teachings – beyond specific dates, names and events. The only thing that matters is that the student reaches the desired grade, and that translates into empty knowledge and of little use.

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This complex problem is further aggravated if we observe the ease with which we can consult information on the internet. In 2016, it is enough to have a smart watch or smartphone nearby to check any event in a matter of seconds tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado. In the future, it will be even more radical: our own body will live connected to the Internet, and all the information on the network will be available to us in a matter of thousandths of seconds. Memorizing, at that time, will be meaningless. The important thing will be to understand, analyze and establish knowledge in a deeper and more reflective way, in a way that really enriches the student and contributes to their future as a professional and as part of society.

This classical methodology also encourages student demotivation and, consequently, poor academic results. In Spain, companies such as BQ, Lenovo and Microsoft have been able to see how, through the use of more innovative methodologies – which we will detail later -, students increased interest in subjects and, above all, academic results. In fact, they appreciated particular cases in which students with difficulties and poor results completely reversed their role in the classroom thanks to these more inclusive, participatory and innovative methodologies. A complete success.

From pencil and paper to tablet with stylus
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The arrival of the first technological products to schools dates, approximately, from the second half of the 20th century. The main American universities began to offer in their classrooms – and in a very provisional way – computers like the Apple I, thus giving brief contact points to their students. Some contacts that, obviously, were more frequent in institutions dedicated to technological education such as the M.I.T.

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However, it was not until the 1990s when technology began to take on greater relevance in schools. The progressive reduction of computers, the arrival of new multimedia formats such as Microsoft PowerPoint and the expansion of the Internet as a method of universal communication completely opened the doors to technology in schools.

Technology has been present in academic institutions almost since its inception tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado. However, it was not until the 90s and the beginning of the 21st century that it began to be incorporated in a more consistent and homogeneous way.

Before this maelstrom, in 2009 programs such as “School 2.0” began, promoted by the government of José Luis Rodríguez Zapatero in Spain. This program placed a laptop in the hands of more than 600,000 students, leading to a disbursement of about 600 million euros from official institutions. However, the proposal initiated by the government of the Spanish Socialist Workers Party ended up failing. The reasons were diverse, but three stand out:

Lack of training and use. The arrival of technology in schools must be imperatively accompanied by teacher training and, above all, by responsible use by students themselves. With the “School 2.0” program promoted by the government, this type of training was minimal or nil, causing improper use of the tools and, consequently, very poor results.

The difficult economic situation. José Luís Rodríguez Zapatero’s program gained momentum during the first years of the economic crisis. It continued for several years, until the arrival of the economic cuts forced the government to focus on redistributing income and eliminating the financing of this type of equipment.

The existence of more tangible and urgent educational challenges. As several experts pointed out at the time, at that time it was necessary to prioritize needs – considering the reduced economic resources that were available after the first cuts – and among those priority needs was the fight against school drop-out and low employability of Young Spanish.

What technological solutions can we find today?
technology in education
Currently, technology companies and academic institutions continue to drive this technological career within the classroom. We talk about companies like Microsoft, Lenovo, Samsung, Apple or Google tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado; and from institutions such as the Ministry of Education, Ministry of Education, universities such as the European one in Madrid, etc.

The technology giant Microsoft, for example, focuses much of its educational efforts on the development of software and services that adapt to the specific needs of the classroom. The American company places great emphasis on the integration of services such as Office, OneDrive or Skype – all based on the cloud – which allow students and teachers to impart and receive the contents in a more versatile way and according to the current times .

The Redmond company is also experimenting in recent months with the inclusion of video games like Minecraft in the educational field. The idea is to encourage students’ creativity, exploration and, above all, the development of traditional content in more innovative, attractive and close ways for the student. The results have been very satisfactory, achieving great motivation and interest on the part of the students.

Microsoft is also making great efforts with Hololens, the virtual reality glasses that the American company introduced in BUILD 2015. The educational applications of this product are unlimited, and Microsoft believes that it could become one of the pillars of tomorrow’s education .

Virtual and augmented reality has great potential in the educational environment, but it continues to be a futuristic proposal with a long way to go.

For its part, Samsung is also making some incursions with virtual reality – through Samsung Gear VR – in the educational field. The Asian company works with several developers in the creation of VR environments oriented to education, such as virtual visits to historical sites, anatomical atlases, etc. Currently, these are isolated, low-level and very experimental projects, but the company representatives with whom Hypertextual has been able to contact do not doubt the great value in the educational environment.

Parallel to its developments with virtual reality, the South Korean company promotes its Samsung School platform, which is defined as a unique solution for elementary schools that seek to modernize their methodologies and their contents tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado. The platform is mainly based on a set of tablets with stylus – intended for both the student and the teacher – and a set of pre-installed applications designed and supported by the manufacturer.

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In addition to offering a comprehensive platform for schools, the Asian giant – like Microsoft – works closely with publishers and educational companies for the development of content adapted to the new technological era. These are audiovisual content, more interactive, enjoyable and designed to be cross platform. And, as teachers say, it is useless to embrace technology in schools while maintaining the formats and contents that have accompanied us for the past twenty years.

A simple example is found in the abusive use of PDFs. A high percentage of academic institutions have embraced the arrival of technology, but the adaptation of its contents is limited, on multiple occasions, to the generation of PDF documents or to communication via e-mail. In these cases, the teaching methodology and the contents remain the same as in the past tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado. Only the distribution platform has changed. And that, unfortunately, is not what should be pursued with the progressive arrival of technology in the classroom.

The arrival of technology in schools is not a simple change in the distribution platform. It must be accompanied by profound changes in teaching methods, ranging from the contents taught to the ways to evaluate them.

Google is another company that is betting more on technology in educational environments. In addition to offering a complete suite of services for academic institutions, the Mountain View company has driven several trends in recent years, including:

Chromebooks These simple and cheap computers are becoming one of the great trends in the educational environments of the United States. Its simplicity of use and its reduced price make these devices the perfect solution to bring technology to schools. In fact, according to Gartner, more than 70% of Chromebooks sold are intended for educational purposes.

Training Center To maximize the use of Google technologies in the classroom, the American company itself offers training methods to the teachers themselves. They show how to make more interactive classes, how to migrate traditional content to the new technological era and how to maximize the use of Google tools.

Google Apps, also for education. The Google services suite (Drive, Docs, Gmail, etc.) is used by people around the world every day. The educational environment is no exception.

The Classroom solution. The Classroom platform allows you to digitally manage all aspects of a current classroom. Teachers can keep track of their students’ work, offer content via the Internet, update grades … All the tasks that are carried out daily in the classroom, can be transferred to the Classroom platform. In addition, the solution is perfectly integrated to the rest of the company’s services, thus being able to interact with Drive documents, Gmail emails, etc.

GENIOS and Activate. At a more local level, Google Spain has promoted two programs known as GENIOS and Activate. They encourage the teaching of programming – essential in the future that awaits us – entrepreneurship, online training in new trends, etc.

Chromebooks are one of the pillars of Google’s technological and educational proposal. More than 70% of Chromebooks sold in recent years were intended precisely for these purposes.

On the other hand, Apple is also driving this technological transition in education. In addition to the classic educational discounts and certain collaborations with specialized centers, the Californian company has worked on the development of platforms such as iTunes U and other software solutions that allow incorporating all its products in the educational environments in the simplest and most invisible way possible .

However, Apple’s true value in education is found in two very specific aspects: the momentum of the App Store and the accessibility of its products. The US company supports developers in different ways to generate valuable software for educational environments. Thus tcc, monografias, monografias prontas, dissertação de mestrado e tese de doutorado, solutions such as iStudiez Pro or Human Anatomy Atlas, two solutions of great value in the educational environment.

Technology in education
In Spain, companies like BQ have also opted for the integration of technology in schools. Thanks to its reprogrammable plate, products such as Zowi bring programming to the smallest of the house, while promoting their own research and creativity.

BQ is also placing great emphasis on 3D printing and robotics within schools. And, like programming, it is essential knowledge to address the future that awaits us during the next fifty years.

Programming, robotics and 3D printing are three of the teachings most driven by technology companies. And it is that the future that awaits us will be based, to a greater or lesser extent, on these three pillars.

Finally, the world’s largest manufacturer of laptops, Lenovo, is also one of the biggest drivers of technology in education. In addition to sponsoring and promoting events that serve as a confluence of educational ideas, Lenovo also offers different programs such as Lenovo Scholar Networks, which encourages the development of applications and the learning of such an important subject as programming.

In Spain, Lenovo also collaborates with multiple official agencies for the provision of equipment in educational environments. A relatively recent example is the agreement with the University of Castilla-La Mancha, which has provided 2,100 ultrabooks to its undergraduate and graduate students.

On the other hand, Lenovo offers its LanSchool solution, designed for the management of virtual classrooms. All the equipment that Lenovo incorporates in educational environments has this software inside, thus facilitating the monitoring of students, improving communication and support and eliminating barriers and distractions to the student.

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In addition to this, Lenovo maintains direct and permanent contact with schools and official institutions (mainly autonomous communities). The objective is none other than the development of new projects in common that allow the integration of technology in classrooms.

Finally, Lenovo also places great emphasis on the development of ready teams to meet the demands of students and teachers. This is the case of their rugged portable devices – prepared for younger students – the 2 in 1 and the multiple touch devices offered in their catalogs.

The three points in common of all technological solutions designed for the educational field
Most of the proposals mentioned above share a series of common points that perfectly reflect what the technology is that is coming to the schools. These are the three main aspects:

Modularity. So far, all students have followed the same rhythm in the classroom: the one dictated by the teacher. However, this methodology can generate different difficulties in students with special needs and / or abilities (see frustration, indifference, disinterest, etc.). On the other hand, with the arrival of technology in schools and its methodological change, the pace becomes marked by the student himself – within some margins – thus eliminating part of that possible frustration and increasing the percentage of content and skills developed . In this way, certain students can work on a series of contents while others invest their time in developing or working other skills.

Total control. Student safety and monitoring is one of the key aspects in the incorporation of technology in schools. Therefore, all the companies involved offer different solutions to monitor the student’s use of these tools.

Simplicity Despite the training provided to teachers, simplicity of use is an essential feature for the triumph of technology in schools. Complex software limits and hinders the penetration of technology in schools, causing rejection of new methodologies and failing in this progressive transition.