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TECHNOLOGY EDUCATION IN SPAIN

TECHNOLOGY EDUCATION IN SPAIN . STEP PROF. JUAN MANUEL ANGUAS Dr. FERNANDO LÓPEZ NOGUERO (PABLO DE OLAVIDE UNIVERSITY) RESEARCH. PILAR AGUILERA (SPAIN). Modular-te Report – Spain. CONTENTS. DEFINITION OF TECHNOLOGY REVIEW OF NATIONAL EDUCATIVE SYSTEM IN THE LAST 3 DECADES

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TECHNOLOGY EDUCATION IN SPAIN

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  1. TECHNOLOGY EDUCATION IN SPAIN STEP PROF. JUAN MANUEL ANGUAS Dr. FERNANDO LÓPEZ NOGUERO (PABLO DE OLAVIDE UNIVERSITY) RESEARCH. PILAR AGUILERA (SPAIN) Modular-te Report – Spain

  2. CONTENTS DEFINITION OF TECHNOLOGY REVIEW OF NATIONAL EDUCATIVE SYSTEM IN THE LAST 3 DECADES TECHNOLOGY EDUCATION, TRACE IN SPAIN PRIMARY SCHOOL SECONDARY SCHOOL BACCALAUREATE (HIGH SCHOOL) VOCATIONAL TRAINING UNIVERSITY TEACHER TRAININING IN TECHNOLOGY EDUCATION) AREAS COMPLIMENTED BY TECHNOLOGY EDUCATION IN SPAIN Modular-te Report – Spain

  3. TECHNOLOGY AND EDUCATION IN SPAIN • Technology is defined in Spain as “a meeting point between different nature knowledge (Based in scientific, empirical fundaments) that are related to each other to solve a problem emerged from a necessity.” Modular-te Report – Spain

  4. LOGSE (1990) It recovers the importance of the Technological formation Lack of information, Few teachers interested in Technology Education, Short presence of it in the curriculum… Vocational Training and Technology not enough valued (1970-1990) TECHNOLOGY EDUCATION TRACE IN SPAIN Few importance of it in the Educative System LGE (1970-1990) Traditionally, education focused on humanistic formation Modular-te Report – Spain

  5. TECHNOLOGY EDUCATION IN SPAIN

  6. TECHNOLOGY EDUCATION IN SPAIN

  7. VOCATIONAL TRAINING Importance of the Technology Education, specially in certain professional “families” (Mechanical manufacture, Electricity and electronics, Information and Telecommunication, etc) UNIVERSITY There is no “Technology Teacher”.Existence of CAP (“Pedagogical Aptitude Certificate” for future teachers) BACCALAUREATE (High School) Technology itineraries: Electrotechnia, Technology Industrial SITUATION OF THE TECHNOLOGY EDUCATION IN SPAIN PRIMARY EDUCATION (lack of importance, not very extended specific initiatives, but relevant in the case of ICTs)The weight of the Technology Education falls over the ESO, High School and Vocational Training) ESO (more presence of it, specific subjects and possibility of “technological” itineraries. Importance in the use of ICTs)

  8. TECHNOLOGY AND EDUCATION:PRIMARY EDUCATION • Education courses to prepare the students for the secondary education. • Generalistic character, non too much perspective technical/technological, in this times have maked importants changes in the courses. • Introductions to the ICTs • Enviromental Knowledge • Professionals families • Smalls experiments…

  9. UNIVERSITY There is not a specific “Technology Teacher”.Just one Teacher training course: CAP (“Pedagogical Aptitude Course” for postgraduated) VOCATIONAL TRAINING Importance of the Technology education, specially in certain professional families (Mechanical manufacture, Electricity and electronics, Information, telecommunication) BACCALAUREATE High School (Technological Itineraries: Electrotechnica Technology Industriali SITUATION OF THE TECHNOLOGY EDUCATION IN SPAIN PRIMARY EDUCATION (little importance, not very Specific initiatives, but relevant in the case of ICTs). Real contact with technology education inthe ESO, High school and Vocational Training eduacation. ESO (relevance of it, specific subjects and possibility of “technological itineraries”. Importance in the use of ICTs)

  10. TECHNOLOGY AND EDUCATION:Secondary Obligatory Education (ESO) • Technology is present in these four years of the education: • First and Second course: The technology subject is compulsory. • Third and fourth course: The subjects are divided in common and specific subjects that will constitute the following educative itineraries: • THIRD COURSE: Technological Itinerary and Scientific-Humanistic Itinerary • FOURTH COURSE: Technological Itinerary, Scientific Itineraty and the Humanistic itinerary.

  11. TECHNOLOGY AND EDUCATION:Secondary Compulsory Education • Aims of the Technology subject: • To foment the learning of knowledge and the development of skills to understand both,the technical objects and how to operate on them. • To promote the use of the new Information Technologies as tools to explore, analyze, interchange and to display the information. • To develop the necessary capacities to foment the innovated attitude in the search of solutions to existing problems.

  12. TECHNOLOGY AND EDUCATION: COMMON SUBJECTS 1st AND 2nd COURSES ESO 1st ESO: Enviromental Sciences; Physical Education; Plastic Education; Geography and History; Spanish Language and Literature; depend of the case, also the regional language and literature; Foreign Language; Maths; Technology; Society, Culture and Religion. 2nd ESO: Enviromental Sciences; Physical Education; Plastic Education; Geography and History; Spanish Language and Literature; depend of the case, also the regional language and literature; Foreign Language; Musical Education; Maths; Technology; Society, Culture and Religion.

  13. TECHNOLOGY AND EDUCATION: COMMON SUBJECTS 3rd AND 4th COURSES ESO 3rd ESO: Biology and Geology; Classical Culture; Physical Education; Geography and History; Spanish Language and Literature; depend of the case, also the regional language and literature; Foreign Language; Society, Culture and Religion + ITINERARY 4st ESO: Physical Education; Ethic; Geography and History; Spanish Language and Literature; depend of the case, also the regional language and literature; Foreign Language; Society, Culture and Religion + ITINERARY

  14. TECHNOLOGY AND EDUCATION: OPTATIVES SUBJECTS 3rd AND 4th COURSES ESO(ITINERARIES)3rd COURSE 4st COURSE The third obtative subject will be determined by each educative administration betwen the next ones: Music; Biology and Geology; Physic and chemistry; Technology. Is not possible realized two diferents versions of the same subject.

  15. TECHNOLOGY AND EDUCATION:TECHNOLOGY SUBJECT IN ESO This subject incorporates new contents of ICTs: Control and Robotic and Electricity and Electronic (This items are aproximately the 50 % of total of curricula of the subject)

  16. TECHNOLOGY AND EDUCATION:TECHNOLOGY SUBJECT IN ESO This Subject´s aim is to promote the learning of knowledge and the development of skills that allow the technical object comprehension and the intervention on them. Its pretention is also the use of the new information technologies as tools to explore, analyze, interchange and display of the information. It is also important the development of the necessary capacities to promote the innovative attitudes in the search for existent problem solutions

  17. UNIVERSITY There is not a specific “Technology Teacher”.Just one Teacher training course: CAP (“Pedagogical Aptitude Course” for postgraduated) VOCATIONAL TRAINING Importance of the Technology education, specially in certain professional families (Mechanical manufacture, Electricity and electronics, Information, telecommunication) BACCALAUREATE High School (Technological Itineraries: Electrotechnica Technology Industriali SITUATION OF THE TECHNOLOGY EDUCATION IN SPAIN PRIMARY EDUCATION (little importance, not very Specific initiatives, but relevant in the case of ICTs). Real contact with technology education inthe ESO, High school and Vocational Training eduacation. ESO (relevance of it, specific subjects and possibility of “technological itineraries”. Importance in the use of ICTs)

  18. TECHNOLOGY AND EDUCATION:Baccalaureate • There are two academic courses organized in common, specific of each modality and elective subjects. • The common subjects in the Baccalaureate will contribute to the general training of the students. Specific and elective ones will provide a more specialized training to them, preparing them and guiding them towards later studies an their future professional work.

  19. TECHNOLOGY AND EDUCATION:Baccalaureate • The modalities of the Baccalaureate will be the following ones: • Arts. • Sciences and Technology • Telectrotechnia • Industrial Technology I and II • Humanities and Social Sciences. • The students will have six specific subjects of the chosen modality, three in each course. • The Baccalaureste degree enables the student to accede to the Superior degree in the Vocational training studies and to the University studies.

  20. TECNOLOGÍA Y EDUCACIÓN:COMUNES DE BACHILLERATO

  21. TECHNOLOGY AND EDUCATION:ITINERARIOS OPTATIVOS DE BACHILLERATO Los alumnos deberán cursar seis asignaturas específicas de la modalidad elegida, tres en cada curso

  22. UNIVERSITY There is not a specific “Technology Teacher”.Just one Teacher training course: CAP (“Pedagogical Aptitude Course” for postgraduated) VOCATIONAL TRAINING Importance of the Technology education, specially in certain professional families (Mechanical manufacture, Electricity and electronics, Information, telecommunication) BACCALAUREATE High School (Technological Itineraries: Electrotechnica Technology Industriali SITUATION OF THE TECHNOLOGY EDUCATION IN SPAIN PRIMARY EDUCATION (little importance, not very Specific initiatives, but relevant in the case of ICTs). Real contact with technology education inthe ESO, High school and Vocational Training eduacation. ESO (relevance of it, specific subjects and possibility of “technological itineraries”. Importance in the use of ICTs)

  23. TECHNOLOGY AND EDUCATION:Vocational Training • The Obtaining of the degrees in Expert an Advanced expert are ordered in educative cycles of specific professional training of average degree and superior degree, respectively, grouped in professional families. Modular-te Report – Spain

  24. TECHNOLOGY AND EDUCATION:Vocational Training Technological Professional Families • Agrarian. • Marine-fishery. • Food Industries. • Mechanical Manufacture. • Installation and maintenance. • Electricity and electronics. • Energy and water. • Transport and maintenance of vehicles. • Extractive Industries. • Personal Image • Health. • Security and environment. • Chemistry. • Construction site. • Glass and ceramics. • Wood, furniture and cork. • Textile, Confection and leather. • Graphical Arts. • Image and sound. • Computer science and communications. • Administration and management. • Commerce and marketing. • Arts and Crafts. • Sociocultural Services and Services to the community. • Catering and tourism. • Physical and sport Activities.

  25. TECHNOLOGY AND EDUCATION:Vocational Training • These Training education Cycles (including the “technological ones”) include a phase of practical training in work placements, promoting the participation of the social agents (the most important ones in our educative system) • The Vocational Training Education in Spain has a high level of practical work (technological in the case of certain professional families) and application to the later labour insertion. • The Statutory Law on Qualifications and Vocational Training (L.O.C.F.P.)expects that the Vocational Training Education covers the nowadays labour market demands, promoting an education focused on employment and enabling the long life learning.

  26. UNIVERSITY There is not a specific “Technology Teacher”.Just one Teacher training course: CAP (“Pedagogical Aptitude Course” for postgraduated) VOCATIONAL TRAINING Importance of the Technology education, specially in certain professional families (Mechanical manufacture, Electricity and electronics, Information, telecommunication) BACCALAUREATE High School (Technological Itineraries: Electrotechnica Technology Industriali SITUATION OF THE TECHNOLOGY EDUCATION IN SPAIN PRIMARY EDUCATION (little importance, not very Specific initiatives, but relevant in the case of ICTs). Real contact with technology education inthe ESO, High school and Vocational Training eduacation. ESO (relevance of it, specific subjects and possibility of “technological itineraries”. Importance in the use of ICTs)

  27. TECNOLOGY AND EDUCATION: Technology Education at University • University has suffered great changes in the last years in Spain. • Increase in the number of students and qualifications (different degrees) • Investigation and projects increase I+D • Creation of new Universities (multiplied for three in the last 15 years) • Lack of teaching training (knowledge, but not its further transmission) • Innovative academic vision. More attention to application and innovative aspects.

  28. TECHNOLOGY AND EDUCATION:Technology Education at UniversityMORE REMARKABLE DEGREES • Physics • Chemistry • Architecture • Concrete Sciences • Ingeneer (5 years) • Technical ingeneer (3 years)… etc. • Ingeneering Modality • Aeronáutic • Forestry • Roads, channels and ports • Naval • Chemistry • Industrial • Telecommunications • Agrícultural, etc.

  29. TECHNOLOGY AND EDUCATION:Technology education teacher training in Spanish Universities • PEDAGOGICAL APTITUD CERTIFICATE (1970, General Law of Education): • The Licensed, engineers, or architects that want to orient their professional studies towards secondary education will need an initial didactic and pedagogical training that is provided by the CAP • It is a Compulsory Degree needed to teach in the public secondary obligatory education and it is considered as a postgraduation course. • Almost all the Universities, through the ICE (Institute of Educational Sciences) develop these courses for the obtaining of such Certificate of Pedagogical Aptitud (CAP). Modular-te Report – Spain

  30. TECHNOLOGY AND EDUCATION:Technology education teacher training in Spanish Universities • The structure and organization of the course will differ depending on the ICE that elaborates the programme, but generally the course for the obtaining of the CAP consists of two cycles, one theoretical and another practical that usually last 5 months. • The draft bill of the Statutory Law of Education says that for the exercise of the docence it will be necessary to have an initial didactic training, tht will be held by the Universities, within the frame of the future degrees of University Studies. Modular-te Report – Spain

  31. TECHNOLOGY AND EDUCATION:Teacher Training in Technology Education in Spanish Universities • The CAP consists on between 100 y 300 hours (10 to 30 credits), divided in a Theoretical part (50 to 200 hours) and a practical one (from 50 to 150 hours)

  32. TECHNOLOGY AND EDUCATION IN SPAIN (INTERACTION IN THE CLASS-ROOM) • In the area of Technology the activities carried out are: iniciation, development, synthesis, reinforcement, etc. With the pretention of ensure the building up of significant learnings. • Generally, the activities are organized around the methodic process of problem resolution. This process has to phases: draft-project or study, design of a solution, working planning, carry out of the practical training and execution and testing or evaluation.

  33. TECHNOLOGY AND EDUCATION IN SPAIN In Spain, Technology Education is understood as a conjunction of both knowledge-action, with an equivalent treatment. The manipulation of materials without the necessary technical knowledge could guide us to an useless activity production, and thus, a too academic teaching-learning process, with no practical training, design and making, has not real application and, therefore can not be put in practice.

  34. SOCIOCULTURAL (the environmental, historic and econimic considerations, etc.) EXPRESSIVE (the drawing, the report making, plan and schemes, etc.) METHODIC (the plannification, the organized method to solve problems, tasks organization, etc.) AREAS COMPLIMENTED BY TE IN SPAIN SCIENTIFIC (the calculation, measure, and application of the scientific knowledge, the experimentation, etc.) TECHNICAL (the work with tools, materials, instruments, etc.)

  35. TECHNOLOGY AND EDUCATION IN SPAIN: Technology workshop • It is an unique space organized, for practical reasons, en three areas: teaching room, workshop and store. • In the classroom the teacher gives explanations and the students propose solutions, draw, planify, make reports, etc. • The workshop is the area in which the technical works that require the use of tools and machinery, or fitting equipments. • The store is a space of some centres, where the materials used in the area are kept. The store activities offer didactic interest link to the order, the plannification, the control and the working organization. • Othe areas are the ones choosen to keep the works in process of execution or those used to expositions of students works.

  36. TECHNOLOGY AND EDUCATION: REAL EXAMPLES (ESO LEVEL: 12-16 YEARS ) • “To Design and make a ramp in which a small ball will go from an extreme to another in 15 seconds” • “To make an object that will move by itsown, straight on and on the floor, a distance of 2 metres”.Construir un objeto que sea capaz de desplazarse por si mismo, en línea recta y por el suelo, una distancia de 2  metros".  • “To Design and make a scale machine that solve the rise and down of building material, etc. The second floor (height 9.5 metres) and must have a continuous functioning”

  37. THANK YOU FOR YOUR ATTENTION STEP PROF. JUAN MANUEL ANGUAS Dr. FERNANDO LÓPEZ NOGUERO (PABLO DE OLAVIDE UNIVERSITY) RESEARCH. PILAR AGUILERA (SPAIN) Modular-te Report – Spain

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