The new educational paradigms
The organizational environment increasingly demands more visions and disruptive thoughts for the design and execution of its processes. In a few words, new educational paradigms. The ideal employees are those who manage to conceive ideas from an alternative perspective, away from conventional models.
However, when the second decade of the 21st century is about to end, education, in most countries, continues to lag behind the progress of other areas such as technology or science.
The situation is even more ironic when reflecting on the role of pedagogical training in the construction of new ways of understanding the world and what surrounds us.
Therefore, changes are urgently needed in the teaching/learning paradigms that rethink objectives, roles and procedures in order to educate people, as pointed out by Celia Romea Castro, PhD in Philology from the University of Barcelona (Spain), whose knowledge is transformed in a tangible, practical and active added value.
Redefinition of teacher and student
The figure of the teacher must be one of the first to be transformed to create new paradigms in education. A role of companion, tutor or guide would be more in line with current demands. This would be the first step in reconfiguring their roles in the learning process.
Additionally, it is also important to redefine, from the teacher’s perspective, the role of the student as an active subject, once conceived as a passive participant and receiver of information. Now it is an individual with emotions and interests in discovering new things that develop their potential.
In this order of ideas, the educational process has an open outlook to become a dynamic and enriching experience, in which every activity that is carried out has a clear purpose and, above all, is transferable to the solution of practical problems.
ICT as educational tools
Social networks, blogs, podcasts, applications; Never before have you had access to as many options as you do now. In a new academic scenario, individual and cooperative learning can be reinforced through teaching resources with which the student interacts in his daily life.
In the words of Celia Romea Castro, these digital tools “favor the development of skills related to the ability to communicate: speaking, writing, reading, understanding, interpreting and, as a consequence, developing critical thinking. Develop autonomy, initiative, the ability to work in a group, as well as individual responsibility”.
Likewise, teachers now have educational platforms such as Moodle to design various activities that students can carry out remotely: forums, games, workshops, readings, etc.
The design and planning of strategies, inside and outside the classroom, will be key to the construction of new educational paradigms that restructure the teaching/learning process, understanding it as a reciprocal and permanent work; that is, it does not end with an exam, a school period or a diploma. For this premise to materialize, it is necessary that both teachers and students are aware of it, since it is not the exclusive responsibility of one of the actors involved.