Technology has been influential in almost every aspect of life, including education. With the outbreak of the pandemic, education digitization accelerated and it has been shown that the use of ICT can be a powerful educational tool.
The ultimate goal is to adapt the education given to the new needs and demands of 21st century citizens, to renew and deepen their teaching strategies and to encourage education in these aspects. improve learning in the classroom.
this the role of teachers It is very important in the Digital Age because if the way of learning changes, the way of teaching should also change. They should be trained in adequate digital skills and improve their training.
this Fad Youth Foundation Y BBVA presented the research ‘Opportunities and challenges of digital education from the perspective of education centers’, in which the current state of the digital transformation process of education centers is analyzed.
Education centers do not need change and give importance to face-to-face education.
Almost half of training centers’ management teams “disagree” with the need to transition to digital transformation and even acknowledge the benefits of the majority, but 12% disagree.
During the presentation of the report, Eulalia Alemany, head coach of FAD Juventud, emphasized that a “good proportion” of respondents expressed little consensus on the need for change, namely “There does not seem to be a clear idea of what strategy to follow.“Toward a path accelerated by the pandemic.
Alemany explained that the reasons behind this position are lack of education, time, motivation and digital culture.
Regarding the future of education, those responsible for centers continue to rely on face-to-face education (almost 32%). The majority supports the use of both formations.He gives a place to the internet (54.5%), albeit a little.
Lack of education for teachers and families
Lack of time for teachers and ICT coordinator, low digital proficiency of families and poor preparation of teachers are the problems that most hinder the inclusion of ICT in teaching-learning.
Although 43.6% of the centers consulted stated that they have established a Central Digitization Plan (PDC), one of the reasons for the slowdown in ICT inclusion in teaching is lack of teacher timethis causes them to have insufficient digital skills.
While almost 71% of the centers think that this factor makes it difficult to include ICTs in teaching, 50.9% of the teaching staff improved her digital skills after the pandemic.
And perhaps, according to the document, it can be assumed that a large number of professionals offer certain features. resistors Fully incorporating ICT into the teaching field.
Added to this is the low digital competence of families, which 61.8% of the centers pointed out as a problem.
Most of the centers are still under development.
Despite all the challenges reflected in the report, the vision of those in charge of training centers on the progress of the digital transformation process is optimistic: almost 65% believe they were fully digitally adaptedA view based on progress since COVID.
On the other hand, almost a third are slightly less enthusiastic about this alignment, and 5% of centers state that this transformation has never occurred.
According to the report conducted within the framework of Connected Education, almost 44% of centers have a digital plan; 43% make it, 11% don’t, and only 22% have been using it for more than five years.
These data show that “we are a detailing stage and that the majority lacks descent. “There is a lot of room to implement plans, which consist of directions and planning of actions necessary for this transformation,” Alemany said.
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