About this paper:
Appears in: INTED2013 Proceedings
Publication year: 2013
Pages: 350-355
ISBN: 978-84-616-2661-8
ISSN: 2340-1079
Conference name: 7th International Technology, Education and Development Conference
Dates: 4-5 March, 2013
Location: Valencia, Spain
In these times of changes, we can not turn our backs to changes and the transformations; we are not only living changes, but also transformations. Everything changes including the way we think and how life is faced. And, if everything changes, why not replace our obsolete educational model? Why show resistance to changes imposed by the globalization phenomenon?
A new industrial revolution means the use of robotics, automation of processes and the use of real-time communications. What are the consequences of these phenomena on the situation and conditions of employment of the workforce? This scenario involves the defense of the presence of new technologies at school, the use of tablets, laptop, internet, Skype, particularly the micro computers used in conducting and in the organization of educational processes, and with the use of technology, both as a teaching resource, administrative or inserted as components of curriculum content in schools, whose goal is to prepare the student for a new society. Full of technology, the globalization gives a new meaning for the colonialism and imperialism, the world is now entering in a new phase in which it is fully attached to a network and telecommunications technology. At this stage we can say that the technological domain supplants the production. New industrial technologies, such as robotics, dispense unskilled labor, the possibility of technological autonomy, and even simple updates and reconciliations with the technological innovations worldwide require research and investments on education and training.
The informatics as an integrative technology, demands an integrated action involving infrastructure, production, marketing, planning and policy decision, is in this context which arise the issues of development and globalization, which should be considered by developing countries in their economic policies and scientific .
The government and the educational managers now have the responsibility to observe specific levels of training of instructors in educational technology and if the teachers have mastery to contextualize the use of robotics and computer in the educational context.
Education is always for the future, because no one learns to apply something in the past, but in the present and future. The school's actions can not forget humanism, because modern man has the unquenchable thirst for money television, hypnosis, servitude to watch, lack of reading.
Education should transmit in order massive and effective, increasing knowledge and know-how evolutionary cognitive adapted to civilization, because they are the foundation skills of the future.
Therefore this work defends the larger goals of educators, commitment to the humanistic rigidly associated with the assimilation of knowledge, cultural production and construction of knowledge freely and selflessly committed to the overruns of inequality, exploitation, domination and social exclusion, a transformative education that compels us to meet our working environment and interact with it, because we can not ignore the cultural and educational strategies of the new capitalism involve the construction of new subjectivities in training new workers and new addition to the qualification skills, are also viable second values and goals of the current stage of capital accumulation within these considerations, the new features and technological resources are related regarding to didactic pedagogical practices, with the mobilization of subjectivity.