Reflecting on pedagogy and University

Introduction:

It is our aim in this article makes a discussion of pedagogical science as such, but to reflect on some items and she explains that affect computer assisted instruction.

Assuming that science pedagogy is responsible for defining, explaining and investigating everything related to the theoretical-practical teaching process, it may then begin to make out that it can recognize three processes:

An instructional process, which will provide skill development from a system of knowledge.



An educational process, which will develop more transcendent aspects of human beings based on their values.



A capacitive process, which will be specific to address complex problems, say a higher level of skills.

These three processes are given in full. Precisely at current trends are observed teaching a series of very related to the above and it is essential to consider.

First you have a holistic approach, ie each component of the isolated process is nothing but working on the comprehensive context of everything. The process is always present, ie the content, method, etc.. are expressions of the components of the process but seen in its generality. This should lead us to begin to think that the use of computer in education can not be reduced to the simple use of software. This must be part of the process by analyzing how each affects the other components.

On the other hand have to see the dialectical link between two elements that are interrelated and where contradictions can be removed, resulting in allowing you to search the common and different. Undoubtedly, if we consider teaching as a process that develops systemically and study the process of teaching and learning scientific methods, then enter the teaching of Higher Secondary Education and the common elements but the

expression of the phenomenon is different. Clearly the goal is not comparable, the content and the method at both levels and this must be taken into account in applying the concepts of computer-assisted instruction.

Today a group discussion of ideas, among others, related to:



Integrating teaching and research-extension

The democratization of education

Intellectual independence and academic freedom

The impact of globalization on the plans and programs of study

The impact of applying the concept of virtual university

But the answers and criteria can have on each of these aspects, there is no doubt that the University has a great mission is to maintain a permanent attitude of change and transformation which is a direct consequence of the elevation quality of teaching, and thus the competitiveness of professionals as to society. This, together with the relevance in higher education, manifested in the academic services provided to society as embodied in its link with the world of work, the solution to human problems and needs of the economy, there are factors that distinguish the University today.

Enseñanza_aprendizaje process, the particularly developed into a center for Higher Education, consists of a set of activities that have suffered a long process of refinement, from the empirical knowledge transmission from parents to children to the use of new technologies Information and Communications in Education. It has a complex and dynamic character whose key links are: the student and teacher. These two links can be studied so that a part of the teacher conveys his knowledge and the student's other captures, selects and stores in its memory.

Can you define teaching as the transmission of knowledge, habits and skills from teacher to student?. The student-teacher relationship can not be reduced simply to a relationship type transceiver. It takes a more active participation. Then it would be more accurate to define teaching as the process of interaction between subject and object in

which form in the student (object) and refined on the teacher (subject), knowledge, habits and skills.

We can not forget that learning is a process in which the student appropriates the objective reality selected according to social criteria and prepared so determined. It is a process of assimilation of knowledge and social experiences, ie a process of combination of the new experiences they previously possessed.

The so-called meaningful learning for students' active participation in the same · Learn to learn ¨. It is a process that requires unprecedented levels to be solved because we know they exist, which requires self-assessment, to change our conception of motivation, interest, finally, to help the student to be subject to their own training.

Even consider important to note, in light of what is shaping up with new technologies, distance education, etc.. think of the dimension that this significant learning gains and the role it should play then estudinate and teacher.

If we really central to the process that moves from teaching to learning, then the student's role in a flexible context learning will be given "individualized" controlled access to resources that will facilitate learning, discussion, etc. . while the teacher will play a guiding role in the process, but of leadership in a broad sense, you understand, therefore, to guide, to achieve active student participation, provide materials, provide consultations, facilitate discussion between students , evaluate, and so on. ultimately manage quality.

We think these ideas are very important when we think about the characterization that must have software to support this teaching really can be framed in what has been outlined above. Looking ahead to the need for dialogue, the valuation of prior knowledge of an appropriate teaching strategy, an assessment, a motivation, that among others, constitute basic elements of computer-assisted instruction.

If we agree with the above, then we have to ask,

What qualities should have a university to respond to this problem?

Today, new technologies benefit of receiving the information, and therefore computer-learning task also involves active learning (new role of the student) a task directive by the teacher (new role of the teacher).

Certainly, this does not mean that the teacher loses his role but this role undergoes a change to new ways of developing teaching activities closer to the new technologies. The teacher must find ways to leverage the integration of new technologies into the curriculum.

Only one university with a creative ability, a discipline, a broad and flexible curriculum profile with a work ethic, with individual character and social, among others, may have the qualities necessary to carry roads made these criteria. That is precisely the University century. A university is characterized by:

Being part of a national sustainable human development.

Develop science

Be forger of conscious and responsible citizens equipped with a humanistic and scientific culture.

Develop an integration of the teaching-research-extension

Be integrated into the sustainable use of existing advanced technologies.

A solid educational base.

Development:

1.The preparation activities teaching units:

In this first point the teacher's work is to select the content to be developed with the use of educational technology. The teacher must be, above all, a good facilitator of learning, so once you have selected the content, the teacher must decide what activities are most appropriate for the development of learning, and decide what will be the use of computer classroom presentations, exercises, etc.. Another task of the teacher to see what room arrangement is suitable, whether to work individually or in groups, what materials are accurate. a computer for each student for each two giant-screen computer, etc ... The items listed should be included in an instructional design to develop the process to follow.

That is, to facilitate learning, teachers must be well structured set of steps throughout the period of time covering their subject. The best way is to structure a good technical design of teaching-learning process to be developed. (Alonso, C.M, Gallego, D.J., 1994)

These conditions have caused not by choice, by defining the laws of current pedagogy, they fall within:

1 .- Ratio of school life:

The teaching process is not identified with work, but this must be the starting point, which is valid to characterize the curriculum. Be part of the problems, which must be real objectives, such as a concrete expression of the need of the social environment. The problem is the starting point for a solution that students acquire the skills and knowledge.

2 .- Relationship between content, purpose and method:

The content is: on the one hand, the knowledge system, viewed this as the subjective reflection in man of that reality as objective criteria, concepts, properties, variables, laws, theories, techniques and ideas on the other hand expressing ability analysis, constitutes the part.

The object expresses the results desired from the standpoint of instruction, education and training, is everything. The method, the way to do it.

Sometimes it is difficult to understand or distinguish, for example, the Computer that. But suffice to motivate our thinking, analyzing the student:

Requires a knowledge domain such as language syntax.

It needs a skill, for example, manipulate those judgments to achieve structuring.

Capacity needs, for example, to model a problem and achieve the design of your program.

Needs of educational values, for example, understand the importance of this program to solve a problem in your life.

Where is the relationship between these components?

To address effectively the teaching process, the results need to be achieved. According to C. Marx: ¨ the goal consciously recognized as law, determines the sequence and nature of the actions of man ¨. Then take a lead character of any activity and if we become teaching goals and objectives to achieve the gradual transformation of the way we think, act and feel of the students.

To determine the objective must be clear in the knowledge system and the ability to be achieved. This allows to consider that levels of assimilation, depth and consistency you want in your pedagogical function.

On the other hand the method is the very structure of what I have to do to achieve the objective. To tell C. Alvarez, ¨ The method ensures, in its dynamic content ownership, attaining the target. It is flexible and meets the conditions for achieving the goal, but this is the fundamental method is achieved. In the method the student has to participate actively engage with their planning and execution.

Today we can recognize different features of the methods: democratic, participatory, problems and independent, all of which allows an automation process that enables the acquisition of knowledge, skills transfer and change the vision of the practice itself. Using a method much depends on the goal we Traces.

3 .- The Derivation and integration of the process:

You have to understand that an education in life and life is an education system that integrates horizontal and vertical approach. The knowledge embodied in the extent used, deepened, strengthened in the context of the race.

4 .- A relationship between instruction and education:

The educational process in its development should ensure the formation of new generations. It includes a set of values ​​in the intellectual, ethical, esthetic, patriotic, among others, to express the activity as man develops independently and from a social need.

Throughout this approach is important to be clear about the concept of science as a form of social consciousness: system knowledge gained as a result of the process of scientific investigation of nature, society and thought, which is historically conditioned in its development and is based on social practice.

If we consider the current University must be characterized by the development of science, then it is indisputable think about:

In it are given a set of properties of material objects and phenomena that characterize the significance of one or other for society:

The development of content through the system of knowledge and skills.

The research methods that, according to the science in question is necessary to develop, such as observing, classifying, debug, design, etc..

Those related to the historical, social values ​​and the role of men as historic times.

This should answer what science seeks on the one hand the process of inquiry to answer questions, solve problems and develop procedures and on the other hand the results or products that control and efficiently manage the environment in which it operates the man, add new knowledge and practical information and solve problems, all understanding the complex information system that it contains.

Conclusions:

The teacher is the best person to know the problems in their classroom, their subject and their solution. The system of consecutive teaching activities organized to carry out their class allows the incorporation of various techniques that distinguish the same class taught by two different teachers. Undoubtedly, the inclusion of computers in the teaching process is the task of the teacher, and he alone decides whether, despite the limitations of a program, it can be used for its estudinates, or if on the contrary, despite the virtues that provides it does not satisfy the objectives to be achieved in the course.

The development of new technologies in computer science, among which highlights the media, has extended the possibilities of computer use in the educational process by allowing the use of resources such as graphics, video, animation and sound as well as new forms in the treatment of information.

However, nothing is worth having this new technology if you are not prepared to assume. In fact, you need to buy a computer culture that facilitates their potential. Of course, it is not possible to speak of the role of school in preparing the student group information, if their teachers are not prepared to meet the challenge. It is essential to the preparation of teachers for this important task. Such training should be geared not only to manage the computer, or the study of programming languages ​​and utilities, but to use its educational value and instrumental.

Our purpose is to develop and use products that have such a structure and function, which places the estudinate in the middle of a process in which play an active role from their own learning strategies, with which it must learn to give a solution to the problems of their profession.

Biographical references

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B. Romero Strategic planning and change in Latin American universities. Rev Cubana Educ Sup 2002, XXII (3) :23-34.

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Palacios J. Reflections on the educational implications of the work of Vigostki. Madrid: Spanish Society of Psychology, 1985.

Bermudez R, Rodriguez M. Construction of scientific knowledge: the contemporary university mission. Rev Cubana Educ Sup 2001, XXI (1) :97-10.

Vigostki LS. History of development of higher mental functions. Havana: Editorial Science and Technology, 1997.

AUTHORS: Roberto Cruz Acosta

Yaska Arafet Zaragoza