Vrije software als motor van onderwijs digitale inclusie beleid in Argentinië
Intervenant(s) : Bibiana Boccolini
- Date : Maandag 8 juli 2013
- Horaire : 14h40
- Durée : 40 minutes
- Lieu : K.4.601
From the 2010, the Ministry of Education of Argentina, implements the program Conectar Igualdad, which as objetive to recover and enhance the public schools, reducing the digital gaps, educational and social. It is focused in schools at the secondary level in special education schools. It is to distribute 3 million netbooks to students and teachers, network servers and routers to these educational institutions, and train teachers. Since the program was announced, the election of the operating system seemed very controversial. In the first deliveries, systems have used dual boot (with GNU / Linux distributions such as Ubuntu and Pixart), but from this year the netbooks to initiate default Linux with Huayra, a free operating system, metadistribution based on Debian, but with a national identity). They also include inside the decodificador allowing direct access to the digital television system open. Network servers have an initial endowment of digital materials, free and, it increases in each institution, with the generation and publication the teachers and students in own equipment. Possession of special teams from students and teachers (model 1-1) enhances opportunities to improve the social distribution of information. The development model is based on the idea of easy portability of the equipment so that the action may be transported to homes to use work as a auxiliary tasks school.
The applications with free software helps individuals responsible, critical and free, able to use knowledge as a tool to understand and constructively transform its environment social, economic and cultural, and situate themselves as active participants in a world permanent change. This guarantees them access to use varied and capacity development for self-employment and cooperative. In this scene, for the learning the educational content, each teacher puts his didactic proposals in the digital portfolios respective located in the server institutional. Afterwards, each student builds his apprenticeship in his teaching portfolio, working autonomously or in collaborative groups, as a way presencial or from his home. The presence of net causes an imminent change of educational paradigm (immersion paradigm) that near the exclusive availability of free material facilitates learning in the critical paradigm instead of current based on the acquisition of information and knowledge preset, as it happened so far. In these new scenes, teachers and students learn by doing. And students learn how to learn with others for solving instructions with the own applications based on free sequences.
Bibiana Boccolini is a Analyst Systems, graduated from the National Technological University, Rosario Regional Faculty (1987), Santa Fe, Argentina. Is University Specialist in Teaching and Educational Intervention Counseling, graduate in the UNED (National University of Distance Education, Madrid, Spain, 2001), and Masters in Computer Education, degree from the UTEM (Universidad Tecnológica Metropolitana, Santiago, Chile, 2005) . Is a professor at the National University of Rosario (Faculty of Humanities, since 2010), at the University of Salvador (Rosario headquarters, since 2006) and at higher level of College "F. Ameghino "(Cañada de Gómez, since 1987). Since 2010 he serves as Education Consultant for the Ministry of Education of the Province of Santa Fe, serves as coordinator of the top-level technical careers. In these functions, also coordinates the initial teacher training and technical education Centers Update and Educational Innovation program.
Participate in Gleducar Project (Project for the dissemination and use of free software in education sector), training teachers and students in the design and use of free resources and collaborative construction of knowledge. Is a Associate Director of the Canadian center of Rosario’s studies (since 2009) . It belongs becaria to the Canadian government, as investigator of the model pedagogical model of the Distance Education and Telework applied in that country.