Abstract:

Innovation is a challenge at the university and on the multidisciplinary campus in Estelí, Nicaragua. When people think of Innovation, they often think about Engineering, Physics, Business and their careers, known in this era of technology for Innovation. On the Estelí campus we have been fortunate to have several opportunities to think about innovation in Education. First, some professors, including the authors, participated in University Innovation programs following Stanford's Design Thought Model. There have been several groups of Norwegian education students who have come up with ideas to be implemented in northern Nicaragua. In addition, in our community there is the organization Vinculos, founded by an educator from the University of Barcelona. These have been the seed for new ideas and ways of thinking about new processes.

The Department of Education in the faculty, has taken advantage of the opportunities to learn new ways of thinking in the field of pedagogy. The school of education has continued to look for ways to innovate in the classroom and in the schoolyard. Today education has a place on the Cisnero Innovation Campus, an Innovation workshop, and we look forward to our new Open Innovation Center, funded by the World Bank.

The deans of our campus have encouraged us to work on innovation in the career of Pedagogy. That is why there has been a process of adaptations and transformations at the pilot level that began specifically in the methodology, content and forms of evaluation.

Innovation in education is very important, because, through it, skills are developed for research, finding solutions to the problems encountered in the educational entities, which have been identified during the development of professional practices. We have found that, to innovate, knowledge of a methodology that is parallel to cognitive knowledge in the student is required to awaken values and attitudes in their behavior in the educational field.

Teacher attitude, motivation is essential. A demotivated teacher does not lead basic educational processes and lacks an interest in innovation. Given its relevance, there was a need to radically change the curriculum, especially in the subjects that integrate research and professional practices, in its three areas (familiarization, specialization and professionalization). The processes of innovation and change are evident through different actions that have been carried out for their application, presentation and evaluation.

This document and presentation will show some of the things that have been done to foster innovative thinking among our students and future teachers. There are very limited funds in Nicaragua, but that is part of the innovative process that will be shared in the presentation and document.

Keywords:

Innovation, cross-cutting axis, methodology, Child Education,