La educación del siglo XXI y el despertar de las bellas durmientes: una revisión sistemática de la literatura
Resumen Aunque la educación del siglo XXI ha sido ampliamente debatida y presentada en la literatura, la realidad de las escuelas actuales, especialmente en los países en desarrollo, muestra una imagen muy alejada de lo que debería ser una educación flexible, personalizada, orientada al desarrollo de habilidades blandas y basada en el uso de Tecnologías de la Información y la Comunicación (TIC). Abordar esta situación en detalle sería el primer paso para comprenderla y proporcionar elementos de trabajo concretos para los docentes, los directores escolares y los responsables de la política educativa, especialmente para aquellos que trabajan en contextos educativos adversos. Este artículo presenta una revisión sistemática de literatura centrada en la identificación de ideas clave sobre la educación del siglo XXI como posibles factores de transformación de la actual escuela. La revisión incluyó 780 informes de investigación sobre la educación del siglo XXI, 101 de los cuales fueron leídos en profundidad y analizados cualitativamente. Los resultados revelaron que, si bien la mayoría de las ideas clave relacionadas con la educación del siglo XXI no son completamente nuevas, están floreciendo, como bellas durmientes, con nuevas posibilidades de implementación debido a la evolución del desarrollo tecnológico actual. Algunas de las bellas durmientes educativas a destacar son: las rutas personales de aprendizaje, la enseñanza basada en la investigación, el currículo abierto, flexible y apoyado digitalmente y el aprendizaje a lo largo de la vida.
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Gros, B., & García-Peñalvo, F. J. (2016). Future trends in the design strategies and technological affordances of e-learning. In M. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, Design, and Technology. An International Compendium of Theory, Research, Practice, and Policy (pp. 1-23). Switzerland: Springer International Publishing. doi:https://doi.org/10.1007/978-3-319-17727-4_67-1
Hill, I. (2012). Evolution of education for international mindedness. Journal of Research in International Education, 11(3), 245–261. doi:https://doi.org/10.1177/1475240912461990
Hitchock, C., Meyer, A., Rose, Da., & Jackson, R. (2002). Providing new access to the general curriculum. Teaching Exceptional Children; Reston, 35(2), 8–17. doi:https://doi.org/10.1177/004005990203500201
Hofmann, M., & Chisholm, A. (2015). Text Mining and Visualization Case Studies Using Open-Source Tools. Boca Raton: CRC Press. doi:https://doi.org/10.1201/b19007
Humante-Ramos, P. R., García-Peñalvo, F. J., & Conde-González, M. Á. (2016). PLEs in mobile contexts: New ways to personalize learning. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje (IEEE RITA), 11(4), 220-226. doi:https://doi.og/10.1109/RITA.2016.2619121
Husbye, N. E., & Elsener, A. A. (2013). To Move Forward, We Must Be Mobile: Practical Uses of Mobile Technology in Literacy Education Courses. Journal of Digital Learning in Teacher Education, 30(2), 46–51. doi:https://doi.org/10.1080/21532974.2013.10784726
Isikoglu, N., Basturk, R., & Karaca, F. (2009). Assessing in-service teachers’ instructional beliefs about student-centered education: A Turkish perspective. Teaching and Teacher Education, 25(2), 350–356. doi:https://doi.org/10.1016/j.tate.2008.08.004
Jin, A. (2013). Physical education curriculum reform in China: A perspective from physical education teachers. Physical Education & Sport Pedagogy, 18(1), 15–27. doi:https://doi.org/10.1080/17408989.2011.623231
Kong, S. C., & Song, Y. (2014). The Impact of a Principle-based Pedagogical Design on Inquiry-based Learning in a Seamless Learning Environment in Hong Kong. Educational Technology & Society, 17(2), 127–141.
Kramer, M. (Ed.). (2010). The Stress of Change: Testing the Resilience of Institutions. Chichester, United Kingdom: John Wiley and Sons Ltd.
La Porte, A. M. (2016). Efficacy of the Arts in a Transdisciplinary Learning Experience for Culturally Diverse Fourth Graders. International Electronic Journal of Elementary Education, 8(3), 467.
Lau, W. W. F., & Yuen, A. H. K. (2014). Developing and validating of a perceived ICT literacy scale for junior secondary school students: Pedagogical and educational contributions. Computers & Education, 78, 1–9. doi:https://doi.org/10.1016/j.compedu.2014.04.016
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