Reprueba México en educación online

Comparto esta nota de Carla Martínez publicada en El Universal en la que aparece una breve mención del estudio más reciente del WIP. Para acceder a la nota completa pueden hacer click en la siguiente dirección:
https://www.eluniversal.com.mx/cartera/mexico-reprueba-en-educacion-online

Nota: El UNiversal

Fernando Gutiérrez, director de la División de Humanidades y Educación del Tec de Monterrey Campus Estado de México, comentó que los estudiantes prefieren clases presenciales.

El World Internet Project Mexico, que dirige Gutiérrez, realizó en mayo un estudio que analizó la percepción de clases que tomaron en línea y destacó que 63% de niveles medio, medio superior y superior preferían las clases convencionales.

“El 75% decía que cuenta con equipo y tecnología necesarias, pero no tenía percepción positiva, se sentían alejados de la comunidad de aprendizaje”.

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Encuentro Online Futuribles 2020

PANEL 1: FUTURIBLES DE LA EDUCACIÓN POST CONTINGENCIA.

24 de julio de 2020

– Nuevos modelos de enseñanza – aprendizaje – Espacios áulicos presenciales y nuevas formas de enseñanza – Nuevas estrategias de comunicación entre docentes y alumnos – Reflexiones institucionales para la post-contingencia.

Futuribles 2020

08:30 H.- GT
09:30 H.- MX / EC / PE / CO / BO
10:30 H.- CL / DO
11:30 H.- AR / BR
16:30 H.- ES

Moderadora:   

  • Luz Canella (AR) / Presidenta FISEC Argentina. Secretaria de investigación de la Facultad de Cs. Sociales de la Universidad Nacional de Lomas de Zamora.  

Panelistas:

  • Teresa Tsuji. (AR) / Investigadora de FISEC Argentina. Universidad Nacional de Lomas de Zamora.
  • Fernando Gutiérrez. (MX) / Director de la División de Humanidades y Educación. TEC de Monterrey. México
  • Haydée Guzman. (CO) / Presidenta FISEC Colombia. Investigadora de la Universidad Sergio Arboleda.
  • Neysi Palmero. (MX) / Investigadora y docente de la Universidad Autónoma de Guerrero. México.
CINTE, FISEC
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The Acceleration of Transhumanism: An Approach to the Fourth Industrial Revolution from the Media Ecology Perspective

This presentation is based on a previous work that I did with my colleagues Octavio Islas and Amaia Arribas. I gave this talk in the 21st MEA Annual Convention. The theme of the 2020 convention was “Communication Choices and Challenges.”

“In every act of communication, people make choices. We choose where, when, and how to express ourselves or locate and use information. We choose the medium that seems best suited to the task: are we trying to reach the largest possible audience, get the word out quickly, or ensure that our message reaches future generations? Do we wish to convey a deep sense of intimacy, empathy, authority, or cool distance? Are we looking for information from a wide variety of perspectives, confirmation of what we already believe, or the deepest possible exploration of an issue?”
(MEA Annual Convention, 2020)

The presentation was divided into two parts. In the first, I describe the concept Media Ecology and its relevance, then how humanity has transited to the so-called Fourth Industrial Revolution (4IR); what threats and challenges have derived from this new transformation; who benefits and who affects; what nuances begin to appear in various places, what is behind this new global proposal; and where its development is emerging. In the second part, I focus on the general analysis of transhumanism and the effects observed by the appearance and evolution of the various technologies that underlie this new industrial revolution, from the Media Ecology perspective.

Here is a part of the program:

[embeddoc url=”https://www.fergut.com/wp-content/uploads/2020/06/FdoGtz_MEA2020_3.pdf”]
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Why the United States Is Destroying Its Education System

Interesante crítica al sistema educativo estadounidense. Cualquier semejanza con la realidad es pura coincidencia.

Why the United States Is Destroying Its Education System

By Chris Hedges

A nation that destroys its systems of education, degrades its public information, guts its public libraries and turns its airwaves into vehicles for cheap, mindless amusement becomes deaf, dumb and blind. It prizes test scores above critical thinking and literacy. It celebrates rote vocational training and the singular, amoral skill of making money. It churns out stunted human products, lacking the capacity and vocabulary to challenge the assumptions and structures of the corporate state. It funnels them into a caste system of drones and systems managers. It transforms a democratic state into a feudal system of corporate masters and serfs.

Teachers, their unions under attack, are becoming as replaceable as minimum-wage employees at Burger King. We spurn real teachers—those with the capacity to inspire children to think, those who help the young discover their gifts and potential—and replace them with instructors who teach to narrow, standardized tests. These instructors obey. They teach children to obey. And that is the point. The No Child Left Behind program, modeled on the “Texas Miracle,” is a fraud. It worked no better than our deregulated financial system. But when you shut out debate these dead ideas are self-perpetuating…

You can read the full story here:
http://www.truthdig.com/report/item/why_the_united_states_is_destroying_her_education_system_20110410/

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