Disruptive Methodologies in Eco-Centers

This chapter delves into the use of sustainability audits as a disruptive methodology through participatory action research to analyze the starting situation of educational centers in environmental matters. The use of these methodologies is sought to involve the entire educational community in order to carry out an analysis as global as possible. In this way, the needs and consequent environmental priorities are detected for the subsequent elaboration and determination of the different action plans. The main principles of the sustainability audits, ecoschool programs, and eco-participatory processes are presented together with the analysis of common issues when performing the audits and the selection of real experiences in different educational centers where how the implication of the community, and especially students, in the sustainability audits contributes to the generation of participatory attitudes and behaviors which improve the commitment of the centers towards sustainability, spanning from early childhood to higher education.

SoTL and Social Justice

SoTL provides a foundation for democratizing the teacher-student relationship through its fertile ground for establishing more equalitarian roles among teachers and students. This chapter draws attention to the overlap between the values and essential characteristics of SoTL and the field of curriculum studies, which serves to study and examine social dynamics through curriculum inquiry. Through an exploration of forms of inquiry and research that unites curriculum studies (with its emphasis on transgressive education) and SoTL (with a focus on engagement of teachers and learners as educational community), this chapter highlights how research that dovetails SoTL and curriculum studies can provide powerful opportunity for emphasizing social justice.

Student and Teacher Perceptions of Citizenship Strategies Supported by the Internet of Things

Since the demands of civic life are constantly increasing, there is an emergent call for citizens to actively engage in local and wide societal issues. To build the portrayal of the study participants' participatory citizenship attitudes, several research instruments were implemented in the educational community. A closer look at the data analyzed presents a portrait of low involvement of students, as far as participatory citizens is concerned, in the educational community they belong to. Recently, we have witnessed the emergence of technological innovations, the internet of things (IoT) being one of them. Although IoT is not considered to be a new technology, teachers are just scratching the surface on how to use it to enhance innovative and disruptive learning scenarios. This chapter looks at the development of participatory citizenship co-constructed guidelines, based on students' and teachers' perceptions of citizenship strategies.

The Construction of Educational Community based on the Technology of Internet plus Satellite Live Broadcasting

In the current climate of pursuing educational equity, the construction of educational community is a worthwhile experiment in achieving equitable development of urban and rural education. Establishing a multi-channel cooperation mechanism between urban and rural schools and giving full play to the existing high-quality educational resources are feasible and efficient ways to reach quality and equity education. Based on the technology of Internet plus satellite live broadcasting and its own resource advantages, Zhengzhou No.1 High School constructed an educational community across time and space, which effectively promotes balanced development of education in the region and has enhanced the overall educational level there.

The Construction of Educational Community based on the Technology of Internet plus Satellite Live Broadcasting

In the current climate of pursuing educational equity, the construction of educational community is a worthwhile experiment in achieving equitable development of urban and rural education. Establishing a multi-channel cooperation mechanism between urban and rural schools and giving full play to the existing high-quality educational resources are feasible and efficient ways to reach quality and equity education. Based on the technology of Internet plus satellite live broadcasting and its own resource advantages, Zhengzhou No.1 High School constructed an educational community across time and space, which effectively promotes balanced development of education in the region and has enhanced the overall educational level there.

The Co-Existential Educational Community and Culture

Purpose. The article aims to comprehend the concept that has a serious anthropological meaning, – a "co-existential educational community" – which points at the real subject and object in the development of the educational reality, as well as to explicate its importance towards understanding the real way of addressing actually to the culture and its acquisition in the pedagogical process. Theoretical basis. To achieve this purpose, the method of categorical-reflexive analysis of texts and problems of real educational realities is used; this allows to involve of such philosophical concepts as "sobornost", "all-unity", "culture" and distinguish their anthropological meaning. Under this approach, philosophical categories are able to appear as internal dimensions of the essence in the educational process, rather than a certain matrix, for which one or another theoretical or practical construction is adjusted. Originality. The originality of the article lies in the actualization of philosophical content in "sobornost" and "all-unity" concepts for philosophical-educational discourse and in solving the question on the real way of entering culture (precisely in its potential that generates its own human in man) in the context of pedagogical communication. Conclusions. Addressing the idea of a co-existential educational community is able to oppose the widespread superficial notions of the so-called "educational environment" in the pedagogical and psychological literature and orient pedagogical theory and pedagogical practices on the real way of entering the individual into truly human forms of life. It is argued that the co-existential educational community can and should unfold not only "horizontally" (in space), but also "vertically" (in historical time), consciously integrating the high culture in itself as a culture of high. The authors emphasized the role of imagination in this process. Education can and should build co-existence with the culture of participants in pedagogical communication. It is with this approach that the education sector can emerge from the systemic crisis and actively oppose those trends in modern social life that increase alienation and depopulation.

THE DILEMMA OF REPLACING TRADITIONAL CALLIGRAPHIC SKILLS WITH TECHNOLOGY IN THE TEACHING OF WRITING

A dilemma concerning the replacement of calligraphy with technology to teach how to write was posed to 312 pre-service Spanish infant and elementary school teachers (PSTs). A series of arguments of a different nature taken from educational professionals were provided to provide the decision-making stage with a solid ground. 60% of PSTs defended their decision on the basis of opinion rather than scientific sources. Pearson’s chi-squared test did not show any significant differences when comparing qualification and age with the decision adopted or the nature of the argument. Differences were found in women exhibiting lesser preference for change. As conclusion, we found that there is no consensus amongst PSTs with regards to change. This reinforces the need for the educational community to make an effort to try to improve decision-making and the argumentation skills in PSTs.

Diverser a project of inclusive education from and for diversity

This article is a systematization of experiences related to inclusive education. From which the Universidad del Atlántico has been a leader in knowledge, promoting the development and transformation of the Caribbean region. Through a critical interpretation of this experience in its reconstruction, to understand the phenomenon, discover, and explain the logic of the process, the factors that have intervened in it, how they have related to each other and why they have done it in that way and not another. The systematizations of experiences involve a reflection on the practice, recapitulate what has been done, to relate it to other experiences or theoretical constructs that support or sustain it. It is a search for logic of meaning through the pertinent theorization with the developed actions. Once the results were obtained, a validation of them was conducted through a traffic light. For the indicators measured in the different scales (frequency, recognition, and existence), the percentage of people who had a favorable response was calculated and based on this percentage, the traffic light was obtained, achieving some results with which they triangle with the experiences conducted and the theoretical foundations. The scope of this research, established as a defined purpose for the educational community of the Universidad del Atlántico to take a critical approach to the experiences developed from an institutional project. Which accounts for learning that contributes to improving them, with the aim of contributing to a critical dialogue between the actors of educational processes?

The construction of the curricular design of the University Professor of Biology at the National University of Misiones and the formative pathway of Education for Health and the Environment

The aim of this paper is to share the results of the process of formulating the curriculum for the 2016 University Teacher Training in Biology at the Faculty of Exact, Chemical and Natural Sciences of the National University of Misiones (UNaM) based on a collective construction among various stakeholders in the educational community and especially the proposal of the formative pathway of Education for Health and the Environment (EpSyA). The research used a qualitative and interpretative methodology based on the analysis of curricular documents, institutional agreements, national regulations, interviews and classroom observations. The different instances of discussion in the reformulation of the curricular project are reconstructed chronologically, the macro-decisions in the construction of the formative path of EpSyA are analysed and the hourly loads and minimum contents of the subjects and the teaching strategies are made explicit.

Aproximación a la representación social de los Jóvenes NiNi. Análisis desde la comunidad educativa

Se presenta un estudio descriptivo con el objetivo de aproximarnos a la representación social de los jóvenes NiNi. Se realizaron entrevistas a 28 personas vinculadas al sistema educativo. Resultados: el término NiNi se ha incluido en nuestro vocabulario sin haber realizado un acercamiento a las circunstancias y características del colectivo. Conclusiones: existe una representación social clara y concisa sobre estos jóvenes por parte de los distintos agentes que componen la comunidad educativa y la necesidad de profundizar en el conocimiento sobre este colectivo para el diseño de intervenciones que prevengan la exclusión social de los jóvenes que atraviesen esa situación. A descriptive study is presented with the objective of approaching the social representation of young NEETs. Interviews were conducted with 28 people linked to the educational system. Results: the term NiNi has been included in our vocabulary without having made an approach to the circumstances and characteristics of the group. Conclusions: there is a clear and concise social representation of these young people by the different agents that make up the educational community and the need to deepen the knowledge about this group for the design of interventions that prevent the social exclusion of young people who go through this situation.