The Challenges of Educational Innovation

 

Currently, society and the world are immersed in a very accelerated process of changes and innovations and education becomes a fundamental part of all this transformation; According to the World Summit for Innovation in Education (WISE), “education systems around the world will undergo major changes with a view to 2030”, which presents us with the paradigm of the challenges, they will have to face the instruction in immediate termination.

For many, when talking about educational innovation, they think of technology, networks, or sophisticated systems, however, this is not entirely correct, since it comes from the educational and didactic models of the institutions, passing through teacher training and, finally, in an implementation that may or may not be mediated by technology.

But, what are the challenges that are being considered towards 2030? We will mention some of the most relevant.

To begin with, teaching methods are one of the most momentous challenges:

As a high percentage of our teachers continue to use traditional teaching methodologies. In this way, the challenge is to promote new strategies that allow in this 21st century the development of competences in students, such as collaborative work, critical thinking, decision-making and project development, among others. Some of these strategies can be improved through methodologies such as: Peer Instruction, flipped classroom, project-based or problem-based learning, Micro-ELearning, Design Thinking and adaptive learning, to name just a few.

A second purpose is teacher training, one of the most neglected points in our educational systems despite the fact that they are agents of change in any academic environment; Therefore, their training should be considered from the implementation of the aforementioned methodologies and, obviously, in the development of digital skills that allow working with digital natives and promoting the necessary skills for the labor market.

These competencies must be directly aligned with the defined educational model, this being a fundamental point for the success of educational innovation, since in the vast majority of cases a technological implementation is made without considering, and even without having an educational model.

Therefore, technology implementation is the next goal and the keywords here are planning and monitoring, to achieve the objectives and that technology does not become a white elephant within the physical spaces of the institutions.

One more challenge is the physical spaces:

On several occasions, we have contemplated the classic image of the classroom of the 1970s or 1980s, where the benches are aligned facing the teacher, who is the only one who has the absolute truth in the classroom, and even after 50 years many salons keep the same layout, which does not favor the implementation of innovative methodologies or technologies.

Consequently, it is important to generate spaces with a different layout, not necessarily involving new or reconstructed classrooms, but rather rearranging or readjusting the furniture to develop collaborative learning moments, where schoolchildren foster creativity and better communication with their peers and students. with the teacher so that the latter becomes a facilitator of learning.

Finally, not in an order of importance, but with many more objectives to consider, are the students, who finally are the ones who reflect the effectiveness of all the previous processes and who we must develop as digital agents, critical thinkers or, in short, as leaders who can implement

projects, solve problems and work as a team to move our Mexico forward.

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