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La importancia del lenguaje no verbal en una presentación #infografia #infographic — TICs y Formación
«Education Ministry. I need your help because I feel overwhelmed about the great quantity of homework that my children have to do each day. I agree it´s very important the excellence but I consider that children need physical activities, play some sports, be with parents and friends and do social activities out the school to have a better quality life. The real situation in my house is that my children have a life turning around homework. In some opportunities we have problems to bring them to the doctor. Frequently, homework are difficult. Many days I have worked until midnight to do them» (MEN, 2015).
This is a mother who, desperate, demands help to the Ministry of Education of Colombia. It is a real case that we can read in the website of the Ministry and could be the situation of many parents in the country. This situation doesn´t occur only in Colombia. According to Simplico (2005, p.138), parents have argued that their “children are spending too much time doing homework which has no impact on their learning”.
There are arguments in favor of the importance to assign homework to the children, but there also are arguments against. Next, I’ll present some opinions taken from research papers and parent’s blogs, and I´ll contrast the arguments in favor with those against homework.
However, The Convention on the Rights of the Child (UN, 1990) says: «States Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts». I think homework are not allowing the last principle. In consequence, children should not have homework.
1. Point of view of parents
There are parents worried about the time they need to help their children and they would like to have more free time for their children in order to do different activities. Many of them consider homework limit family participation in other activities. A survey doing by the University Adolfo Ibáñez on Chile, shown more than 85% of parents’ surveyed report their children have less than 10 hours per week to rest. Also they declared they want more free time with their children (Lincovil, 2016).
In the IB Community Blog a mother wrote, «Sometimes we spend three hours working in homework of my daughter«. Other affirmed, «When adults come home after a working day, we don´t want to continue working during the night… I really believe every teacher of my children’s school assigns homework because that is the policy» (IB World, 2017).
Parents who have battled with more and more homework night after night could «is (sic) homework just a headache—another distraction from family time and downtime, already diminished by the likes of music and dance lessons, sports practices, and part-time jobs?» (Bempechat, 2019).
Parents reported in a survey they help their children with homework: 43% of them admitted to having completed some homework for them (Young, 2010 & McClure, 2018 in ProCon.org, 2018).
The child and teen’s psychologist, Eva Dauelsberg, said that the familiar relationships suffer and there are fights between parents and children for doing homework. Not only parents don’t know the content of currently curriculum, but also they spend little time to rest with children. This situation «produces in some person, adult or children, anxiety. We are talking about mental health and these are damaging it» (Lincovil, 2016).
2. Point of view of children
Children also have been consulted about homework. Cameron and Bartel (2008 in Wright, 2010) analyzed children’s attitudes about homework trough a questionnaire asked by 2.072 children. They found that by grade four, 25% of the children were very resistant to homework. That resistance was caused by the time they need to do homework and children’s attitudes were more negative when homework consisted of the completion of a class assignment, somewhat less negative toward studying for a test, and less negative toward drill and practice. Other poll of high school students found that 59% thought they had too much homework, 43% of them said that homework was their greatest source of stress (Fratello, 2017 in ProCon, 2018).
Excessive homework leads to corruption at school: 90% of middle school students and 67% of high school students admitted they had copied someone else’s homework, and 43% of college students engaged in unauthorized collaboration to do them (AdCouncil, 2018 in ProCon.org, 2018).
The American Educational Research Association says that not only homework replace out social experience, outdoors recreation, and creative activities, but also they take time that should be devoted to sleep. «Homework are not meeting the basic needs of children and adolescents» (Kohn, 2006 in ProCon.org, 2018).
3. Point of view of experts
Professor Cooper and his collaborators (2006) conclude that there are not strong evidences to associate doing homework with better grades in standardized tests and recommended to do more research. Recent articles, like that written by Bempechat (2018), concludes the same, «the relationship between homework and academic achievement in the elementary-school years is not yet established«. Homework is not the most effective tool for children to apply new information (Coleman, 2018 in ProCon, 2018).
Van Voorhis (2004 in Wright, 2010) reported that many students at all grade levels have an excessive amount of homework and do more homework each night than the recommendation suggested by experts. The psychologist Dauelsberg says lack of resting time is a frequent complaint of parents and children, she has watched children stressed, tired and with physical pain like stomachache (Lincovil, 2016).
According to researcher in Education Jaime Retamal (Lincovil, 2016), the impact of homework is low and they are demotivating children to study. Maybe in the past homework could have justification, but not today. He says: «there are a social and cultural problem around the world, homework punishes the social deprivest students because their parents can’t help them to solve doubts«. A study published in the International Journal of Education and Social Science agrees with Retamal’s position. It concludes that homework increases social inequality because it «potentially serves as a mechanism to further advantage those students who already experience some privilege in the school system while further disadvantaging those who may already be in a marginalized position (Lutz & Jayaram, 2015 in ProCon.org, 2018).
1. Point of view of parents
Many parents consider homework as a very important activity to learn and fill children´s time at home. A qualitative research by Xu and Corno (1998 in Wright, 2010) found that parents and teachers share opinions about the purposes of doing homework that are to reinforce school learning and to develop abilities and skills in children. According to Kukk, Rajalaane, Liis Rei, & Piht (2015), parents help their children with homework, they accept homework as important activity that reinforce the curriculum and help children to organize their time.
A mother published in The IB Community Blog(IB World, 2017) that «homework are really important parts (sic[1]) of some curricula because help children to review the job done at class. Also allow parents to know what their siblings are learning at school». Other mother in this blog wrote, «Homework to do at home, should be mandatory«.
2. Point of view of experts
Among teachers, they have different conceptions and practices about homework for children. Xu and Corno (2003 in Wright, 2010) found out that teachers who are in favor of homework believe those are effective tools for improving academic success because homework permits students to broaden and deepen contents. These teachers do not recognize the necessities of children related with their free time and they are convinced that homework are important either to reinforce and retain the knowledge learned at classrooms or to complement the cognitive processes. Teachers in the earlier grades assign homework also to foster responsibility and perseverance. They think the more homework, the better student’s children become.
According to the portal ProCon.org (2018), homework improve student achievements, specially grades, test results, and the likelihood to attend college. The portal refers the research of Maltese, Tai & Fan (2012 in ProCon.org, 2018) related with achievements of students in math. Students who spent between 31 and 90 minutes each day on homework «scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average«. Homework, as repetitive tasks to train for a standardized test, have good results.
A second argument in favor of homework is that they help reinforce learning and develop good study habits and skills. Kurtus (2012 in ProCon.org, 2018) says students remind only 50% of the information of the class, so they need to apply it to really learn.
And a third argument is homework allow parents to be involved with their children’s learning. Homework can also help parents to detect any learning disability of their children, allowing them to get help (Cooper, 2016 in ProCon.org, 2018).
To conclude these ideas, I can say in general homework are repetitive and long, they are not enough clear and they need help of adults to be performed. Furthermore, homework is a mean to know what children have learned and what difficulties they have.
Debates over the impacts of homework that teachers ask students to complete at home have been doing since the late 19th century, and today are debatable the possible positive and negative impacts on family life and children’s well-being.
As we can see, there are arguments in favor of homework. Parents and some experts believe homework reinforce the knowledge learned at school, develop abilities and allow to increase achievements in standardized test. However, there are strong arguments against homework that I synthetized in two: First, the lack of free time to do other activities and rest properly causes resistance to do homework. This causes stress, demotivation and familiar conflicts. And second, much homework are doing by parents, children have unauthorized help and in some cases, they copy them. They´re starting to live the corruption, and this isn´t a good value to learn.
According to the National Parent Teacher Association and National Education Association, homework in grades K through 2 don’t have to exceed 20-30 minutes per day, and they have to be between 30 and 60 minutes for students in grades 3 through 6 (Van Voorhis, 2004 in Wright, 2010). Other experts recommend assign short exercises of 10 minutes’ duration with clear and realistic objectives. Those exercises should be reviewed and feed backed by teachers. A good homework has a clear purpose, an objective known by students and parents and the possibility that children do it by themselves (Lincovil, 2016).
Children need time to live as children but great quantity of homework doesn’t permit it. Having good growing requires children to play because playing allows them to be creative, to explore, imagine situations, socialize and learn about not academic issues. When I talk about play, I mainly refer to the sports or playing musical instruments. In addition, I also refer to do puzzles, Lego or other arming games. Either they can run and jump with neighbors, friends, siblings, or alone if they want, or they could read stories and comics. They should have the opportunity to paint in paper, canvas or tablets. Or, incredibly, children need to get bored. All those activities need free time. When teachers assign too much homework, children do not have enough time to pick other activities to do. Not only do they spend their lives doing homework, but also they do not learn that life has many other dimensions than the academic.
In 2012, a Colombian senator proposed a law
project to
quit homework in order to children have free time to play. This idea was
rejected by the Congress (Lincovil. 2016). The mother of the introductory
paragraph received answer of the Education Ministry where it refers to the
General Law of Education. This Law gives autonomy to the schools to design and
implement their curriculums and to decide how much homework children have to do
at home.
Benpechat, J. (2019). The Case for (Quality) Homework. Education Next, 19 (1). Retrieved of
The Case for (Quality) Homeworkon August 2019.
Cooper, H.; Robinson, J.C.; Patall, E.A. (2006). Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003. Review of Educational Research, 76 (1). Retrieved of https://journals.sagepub.com/doi/abs/10.3102/00346543076001001 on August 2019.
Kukk, A.; Rajalaane, R.; Liis Rei, M. & Piht, S. (2015). Parents Opinions on Homework in the II Stage of Primary School (Estonian Example). Procedia – Social and Behavioral Sciences 171.
IB World-The IB Community Blog (2017). Tareas para hacer en casa: ¿sí o no?. Retrieved of http://blogs.ibo.org/blog/2017/06/28/tareas-para-hacer-en-casa-si-o-no/?lang=es on August of 2019.
Lincovil, M.J. (2016). ¿Sirve que los niños hagan tareas? 3 expertos opinan. Portal EligeEducar.cl. Retrieved of https://eligeeducar.cl/sirve-que-los-ninos-hagan-tareas on August of 2019.
MEN-Ministry of Education (2015). Consulta sobre exceso de tareas. Retrieved of https://www.mineducacion.gov.co/1759/articles-353131_archivo_pdf_Consulta_sobre_el_exceso_de_tareas.pdf on August of 2019.
ProCon.org (2018). Is Homework beneficial? – Top 3 Pros and Cons. Retrieved of https://www.procon.org/headline.php?headlineID=005411 on August of 2019.
Simplico, J. (2005). Homework in the 21st Century: The Antiquated and Ineffectual Implementation of a Time Honored Educational Strategy. Education, 126 (1) p1. Retrieved of https://eric.ed.gov/?id=EJ725164 on August of 2019.
United Nations (1990). Convention on the Rights of the Child. Retrieved of https://www.ohchr.org/en/professionalinterest/pages/crc.aspx on August of 2019.
Wright, K.M. (2010). Beliefs of Families, Students, and Teachers Regarding Homework for
Elementary-aged Children. Doctoral dissertation presented to the Faculty of
the Graduate School of Tennessee Technological University. Retrieved by
Proquest.
Para los estudiantes, las TIC juegan un papel importante como apoyo a la realización de actividades del día a día. En una investigación realizada en Suiza en 2015 (1) se consultó a 46 estudiantes de tres escuelas secundarias (entre 3 y 6 estudiantes en grupos focales de 1 hora de duración) acerca de los usos de las TIC en sus prácticas diarias. Los hallazgos no difieren mucho de los encontrados en otras investigaciones (ver Usos en educación superior), pero dado su carácter cualitativo, permiten conocer algunas explicaciones. Estos resultados no se pueden generalizar, pero sí nos ayudan a entender por qué usan las TIC de ciertas formas.
El principal uso de las TIC lo hacen para producir y almacenar textos más fácilmente. Los estudiantes valoran la posibilidad de tener acceso a sus trabajos rápidamente, tomar notas de forma ágil y estructurada, mover textos dentro del documento, reformular ideas y completarlas después. El procesador de texto «es más rápido de usar que el lápiz y el papel».
Otro uso que le dan a las TIC es para apoyar el trabajo en colaboración con sus pares. Los estudiantes valoran herramientas como Dropbox o Google Drive, Snapchat y Facebook y las usan para compartir información con sus compañeros, comentar las tareas y revisarlas en conjunto. Prefieren realizar este tipo de actividades fuera de los LMS institucionales, porque quieren evitar que los profesores lean los productos parciales.
Un último uso corresponde al manejo de información. Al respecto, los estudiantes consideran que deberían utilizar los celulares en el aula para buscar información. Sin embargo, la mayoría de los profesores cree que usan estos dispositivos para ver sus redes sociales y les cuesta saber cuándo los usan con propósitos educativos. En un caso mencionaron a un profesor que promueve el uso de celulares en clase para buscar significados de los conceptos que está tratando, para presentar videos que le faciliten las explicaciones, hacer cálculos o buscar información. Los estudiantes valoran que estos dispositivos son fáciles de llevar, pero prefieren usar los computadores pues el área de la pantalla les permite trabajar varias cosas simultáneamente.
En síntesis: los estudiantes utilizan las TIC en el aula para tomar notas, para compartir información con sus pares y para consultar información.
Referencia: (1) Olofsson, A., Lindberg, O. and Fransson, G. (2018), «Students’ Voices about Information and Communication Technology in Upper Secondary Schools», International Journal of Information and Learning Technology, Vol. 35 No. 2, pp. 82-92. https://doi.org/10.1108/IJILT-09-2017-0088
See on Scoop.it – Educar con TIC
Un compendio de una serie de límites que están siendo cuestionados por iniciativas y tecnologías recientes. Enlaces y material adicional: http://reaprender.o
Presentación completa en www.slideshare.net
Breve historia de la evaluación educativa en occidente, desde sus inicios hasta su formalización con Tyler. Después de él vienen muchos otros teóricos con propuestas que, a pesar de tener más de 50 años, siguen siendo novedosas.
Ver en prezi.com
La calidad del ambiente familiar y las experiencias que viven los niños en él son fundamentales para su desarrollo social y emocional. Como en la infancia se aprende más que en cualquier otra etapa de la vida, los individuos son vulnerables a repetir las acciones que observan durante su niñez, al crecer los niños imitarían la acciones que observaron y experimentaron en su entorno familiar, especialmente de sus padres.
Ambiente familiar autoritario
Ea el ambiente en el cual el niño es educado para obedecer completamente a los adultos y darles siempre la razón (Torres y Hernández, 1997). Los padres reprimen severamente los instintos del pequeño, pretenden que siempre haga lo establecido y mantienen unas normas muy estrictas que esperan se cumplan fielmente.
No se puede vivir sin normas, éstas dan seguridad al individuo sobre lo que es correcto e incorrecto para que pueda tomar decisiones y actuar. De acuerdo con las etapas de desarrollo de Kohlberg y su replanteamiento costo/beneficio (Villegas, 1995), en la primera etapa los niños están sujetos a normas definidas externamente por sus padres o cuidadores y le dan una orientación hacia el castigo y la obediencia. El niño juzga los actos como buenos o malos si están asociados o no con la acción, lo incorrecto es lo que está asociado con consecuencias negativas y acata estas normas para evitar el castigo, entendido como la corrección de las acciones incorrectas de acuerdo con las normas establecidas.Pero cuando la represión es severa, el niño cumple con las normas no porque haya participado en su construcción o las comprenda sino por miedo al castigo, no desarrolla autonomía para apropiarse de ellas.
En un ambiente autoritario el niño no tiene muchas posibilidades de explorar ni de ponerse a prueba, debe obedecer órdenes y seguirlas sin evaluarlas ni criticarlas. Además, como el castigo puede llegar a ser excesivo e injustificado para la acción cometida, ya como adulto puede ser incapaz de simpatizar con el dolor ajeno porque él mismo nunca pudo experimentar el suyo de manera consciente de niño, tuvo que reprimirlo y ocultarlo (Torres y Hernández, 1997). También puede ocurrir que se desarrolle como una persona hostil y agresiva. Al respecto, Mills y Rubin (1993) encontraron que la frecuencia de la hostilidad de los niños con sus pares estaba asociada al grado en el cual las madres intentaban controlarlos autoritariamente sin explicarles el por qué de sus determinaciones.
Si las formas de relacionarse que aprenden y practican los niños son la fuerza y la imposición, estas serán sus formas naturales de socialización, así aprenderán a moverse y a reconocer a los demás (Torres y Hernández, 1997). La agresividad se da especialmente hacia figuras que no son de autoridad, el niño que crece en este ambiente aprovechará para descargar su agresividad con otros más débiles (Torres y Hernández, 1997). La investigación de Domitrovich y Bierman (2001) encontró evidencia de que si los padres tienen altos niveles de disciplina coercitiva y punitiva, reflejados en reprimendas y hostilidad hacia el niño, éste desarrolla comportamientos agresivos y bajos niveles de altruismo.
Ambiente familiar donde no hay normas definidas
En un ambiente familiar donde hay laxitud en las normas se deja al niño completamente libre para que haga lo que quiera. Los padres no establecen límites, lo cual hace que el niño se confunda y no pueda diferenciar entre lo que está bien y es correcto de lo que no lo está. Los niños no reciben castigo de sus padres cuando cometen faltas o errores, es decir, no se les brinda retroinformación que le de valor moral a su acción. Hay hipótesis que señalan que los niños consideran que el adulto es quien sabe cuándo castigar y cuándo premiar y esto le da seguridad (Everest, 1987). Así, cuando un niño no encuentra una figura que lo oriente sobre lo bueno y lo malo, se le genera incertidumbre en cuanto a las normas, crece inseguro y él mismo es el que pone la norma a su acomodo y sin seguridad.
Es posible que el niño no desarrolle capacidades para crear conciencia moral ni para construir unos valores propios, la teoría del costo/beneficio (Villegas, 1995) indica que los valores dependerán de lo que al niño le produzca beneficios.
El niño, al no tener límites, no sabe resolver conflictos, no tiene las herramientas para ello, no maneja relaciones de reciprocidad pues generalmente querrá que las cosas y situaciones lo beneficien por lo que es difícil que sean empáticos.
Ambiente familiar agresivo
Un tercer tipo de ambiente familiar es el agresivo, donde se presentan actos de agresión entre padres, padres e hijos y con terceros. El niño que crece en este ambiente aprende e imita las acciones agresivas (Bandura, 1963).
El desarrollo de la agresividad se favorece si el ambiente es violento ya que los niños realizan acciones violentas y construyen razonamientos que las justifican. Se imita la agresividad de otros y se crean modelos que son muy estables durante su vida. En un ambiente violento es muy probable que el niño sea maltratado y hay evidencia de que los niños maltratados desarrollan modelos agresivos que aplican a otro tipo de relaciones y a relaciones futuras (Dodge, Bates y Pettit, 1990).
El ambiente familiar es un factor clave en el desarrollo socio-afectivo y ético del individuo. En términos probabilísticos (Bowlby, 1973 en Sroufe, 1995), se ha encontrado que el niño que haya experimentado una adaptación temprana afortunada, tendrá éxito con mayor probabilidad en fases posteriores, su desarrollo previo puede determinar el camino para su desarrollo posterior. Un ambiente adecuado para el desarrollo no es aquel donde el control es excesivo y el niño no tiene opciones, tampoco aquel en el que las opciones son ilimitadas. Es aquel en el que las opciones son limitadas.
Basado en un ensayo que escribí en abril de 2002 y que creo interesante compartir.
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