Yesterday published a post on the blog for an interesting Galleon post that started waving the agreement of Department of Education with management of private education agreed on the framework that regulates the incorporation of its centers to experimental projects trilingual education. Public schools, he recalled, are governed by a specific call .
On the other hand, says the plan has exceeded 2.0 Eskola the objectives of the educational aspect of "ICT Maturity" and the implementation in public school has followed a path very different. Leaving aside the cost of appropriations (netbooks, IDPs and WIFI access) is an example of good use of resources, optimizing the regular schools to put him to walk and berritzegunes for teacher training. Although some spare no disqualifications for implementation is not free of problems rigidity, lack definition, fear, improvisation, we can not recognize if looked at from the standpoint of the citizen. Furthermore, it is a widespread plan to all schools, more complex than described above, and which by its nature may be the best support trilingual education, but it is not intended, nor even seems to be clear innovative potential, beyond the empty speech of the "tool".
Optimizar, innovar e invertir, ésta podría ser la secuencia. Algunas inversiones en Eskola 2.0 deberían ser revisadas, concretamente en las secuencias didácticas (ODEs), magnificadas para lo que aportan tecnológica y metológicamente (ya queda lejos el final de los “noventa”) , y redirigirse hacia plataformas que aporten recursos de los que carecemos, como Google Apps que soluciona el problema de las cuentas corporativas, identidades y permisos o eyeOS , escritorio open source, o la opción novedosa GNOSS for networking.
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