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Juan Lapeyre
Ministerio de Educación
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Juan Lapeyre
SUMILLA
ABSTRACT
Last year I participated in the experience of developing both a proposal for basic learning of ICT
as well as drafts for "Rutas del aprendizaje" (methodological recomendations for public schools
from Perú) for the three levels. My opinion regarding the integration of ICT into the curriculum
is that it can not be a curricular area (because it is not a disciplinary content or mere resource)
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Especialista del Ministerio de Educación del Perú
and don't should included in curriculum as various isolated skills in several curricular areas. To
effect (and be realistic), integration of ICT should be done with integral and coherent
perspective. This is not achieved by incorporating these skills in each area, because ICT is seen
as a resource and does not take into account the reality accepted by society (ICT is a way of
structuring experiences, a distinctive form of mediation and a field with own meanings). Given
the current structure of the curriculum should formulate a transferable skill that should be
diversified in each curricular area and level. This proposal is derived from the common work with
a wonderful team of Communication and SINEACE. It is a proposal which, in my opinion, does
justice to ICT as a social reality (as a origin, foundation and subject of many social practices) and
can be applied relatively easily in the daily activities of teachers. The proposal try to be concise
with few capabilities (as I have observed in many other international proposals, which become
too dependent on types of devices, software or technological activities). The points of
diversification are generic concepts such as "purpose", "activity", "virtual environment",
"information", "situation", which are replaced with the appropriate curriculum area. This
perspective is based on Engestrom ("Learning as expansion"), Reckwitz (Theory of social
practices) and Schroeder ("Virtual Enviroments"), these authors and others mentioned in my
conference paper "The pedagogical space of ICT" (2014).
Esta competencia supone que el estudiante participa o está influido por los entornos virtuales
(que articulan hardware, software y redes), que necesita conocerlos analítica y críticamente,
que debe producir y realizar interacciones en ellos y, finalmente, que requiere orientar,
sistematizar y valorar sus creaciones (formatos digitales y actividades de manera colaborativa o
en red para dar forma a su visión personal y compaginar ésta con su actuación en esos entornos).
La competencia exige:
CAPACIDADES:
CAPACIDAD 1: PERSONALIZA ENTORNOS VIRTUALES VARIADOS PARA PROPÓSITOS
IDENTIFICADOS Y/O CONSCIENTEMENTE ASUMIDOS
EXPLICACIÓN: El estudiante percibe y vive el entorno virtual como una interfaz plena de
estímulos y de interactividad. Cuando interactúa con dicho entorno descubre
que modifica la apariencia y funcionalidad del entorno mismo, lo que le propone
consecuencias que debe determinar y aprovechar para realizar mejor sus
actividades y expresarse. Esto incluye actitudes de responsabilidad y
honestidad. Finalmente, descubre que, más allá del entorno virtual habitual,
puede adecuar otros entornos virtuales de acuerdo con las actividades, su
sistema de valores, su cultura y su personalidad.
ETAPA DEL
ESTÁNDARES POR CICLO (uno por cada capacidad)
CURRICULUM