{"id":31067,"date":"2025-11-12T08:57:16","date_gmt":"2025-11-12T07:57:16","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=31067"},"modified":"2025-11-12T08:57:27","modified_gmt":"2025-11-12T07:57:27","slug":"el-desterrament-tecnologic","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/el-desterrament-tecnologic\/","title":{"rendered":"El desterrament tecnol\u00f2gic"},"content":{"rendered":"

Foto:\u00a0\u00a0Alexandra_Koch<\/a>\u00a0en\u00a0Pixabay<\/p>\n

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O dels mals d\u2019empantallar<\/em>-se i apartar les tecnologies de l\u2019aula<\/h5>\n

Llic\u00e8ncia Creative Commons<\/a><\/p>\n

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 <\/p>\n

Antoni Hern\u00e1ndez-Fern\u00e1ndez<\/strong><\/a><\/span><\/p>\n

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Els que em coneixen saben que no tinc cap problema en debatre, tota vegada que sigui de manera respectuosa. Tamb\u00e9, i en especial, sobretot, amb els que estan als meus ant\u00edpodes ideol\u00f2gics, al nadir del que crec que s\u00f3n els fonaments del meu pensament cient\u00edfic. All\u00f2 que penso s\u00f3n creences, veritables, justificades. Perqu\u00e8, seguint els m\u00e8todes de les ci\u00e8ncies i el pensament cr\u00edtic, els meus propis coneixements han d’estar en revisi\u00f3 cont\u00ednua. El text que segueix va amb aquesta intenci\u00f3 constructiva.<\/p>\n

Aix\u00ed doncs, defenso obertament el llibre de text<\/a> (i el llapis i el paper), alhora que les tecnologies digitals; comprenc, malgrat que no ho comparteixi -he debatut molt amb ells- els que, com per exemple el Dr. Francisco Villar (m\u00e9s encara essent el cas que empatitza amb la seva quotidianitat, all\u00f2 que viu i veu a la cl\u00ednica), erradicarien les pantalles de les aules, i fins i tot les aules d’inform\u00e0tica, com a mecanisme preventiu dels mals digitals del nostre temps: morta la cuca, mort el ver\u00ed.<\/p>\n

Perqu\u00e8 s\u00f3n molts els que no creuen en l’educaci\u00f3 tecnol\u00f2gica, en \u201ceducar en el bon \u00fas\u201d de la tecnologia<\/strong>. Probablement perqu\u00e8, en massa contextos, s’ha fet molt malament o, directament, no s’ha fornit els joves amb prou eines per afrontar la seva realitat tecnol\u00f2gica quotidiana. No \u00e9s f\u00e0cil fer-ho, at\u00e8s l’arraconament i la marginaci\u00f3 de les mat\u00e8ries de tecnologia a la secund\u00e0ria, i la seva transpar\u00e8ncia a la prim\u00e0ria (Hern\u00e1ndez-Fern\u00e1ndez, 2022). Penseu com seria millorar l’ortografia o la comprensi\u00f3 lectora dels estudiants eliminant l’obligatorietat de les mat\u00e8ries de llengua. Sovint s’argumenta que qualsevol docent ha de ser professor de llengua. Per\u00f2 sense una mat\u00e8ria espec\u00edfica, entre els uns i els altres, la feina per fer. Aix\u00f2 \u00e9s el que passa amb la tecnologia, per m\u00e9s compet\u00e8ncies digitals docents que es generalitzin entre el professorat, per imperatiu legal.<\/p>\n

Evitar les tecnologies a classe \u00e9s abandonar els joves a la seva sort<\/strong>. La mateixa APA ha cridat els psic\u00f2legs a liderar processos d\u2019integraci\u00f3 responsable de la IA<\/a> a l\u2019educaci\u00f3, guiant la presa de decisions amb criteris \u00e8tics i cient\u00edfics. Si no es tracta la sexualitat a les aules, ni a les llars, l’educaci\u00f3 sexual pot quedar en mans del porno, si no es parla ni es treballen problem\u00e0tiques com el ciberassetjament, les diverses addiccions digitals, el control social tecnol\u00f2gicament intervingut, la netiqueta<\/em> o els drets i deures de la ciutadania a Internet, es facilita que siguin els entabanadors, influencers <\/em>bocamolls i, fins i tot, bots generadors d\u2019enganys (fakes i deep fakes), els que dominin les voluntats m\u00e9s fr\u00e0gils, gr\u00e0cies entre d\u2019altres raons, a una IA cada cop m\u00e9s capa\u00e7 d’enganyar-nos.<\/p>\n

D’altra banda, hem lliurat tota una generaci\u00f3 a l’experiment social de l’enganxament digital<\/strong>, a sucumbir als mecanismes de recompensa de les xarxes socials, a la s\u00edndrome del coll tor\u00e7at al cel\u00b7lular<\/a>. Els adults no se’n lliuren, per cert. Per\u00f2, per efecte p\u00e8ndol, per tal mantenir les escoles com a entorns (digitals) segurs -quelcom crucial, que no se\u2019m malinterpreti, l’escola sempre hauria de ser un santuari-, ara, per por o per ignor\u00e0ncia, s’est\u00e0 renunciant a una imprescindible educaci\u00f3 tecnol\u00f2gica<\/strong>.<\/p>\n

Es pot educar amb la pantalla del port\u00e0til baixada o amb llapis i paper? S\u00ed. Molt. Per\u00f2 les simulacions tecnol\u00f2giques tenen els seus l\u00edmits. Pilotar un avi\u00f3 no \u00e9s el mateix que jugar amb un simulador. Tot i que, abundant al s\u00edmil, va molt b\u00e9 tenir moltes hores de simulador abans de posar-se als comandaments d’un jet<\/em>. L’Escola hauria de ser aquest entorn controlat on passen coses. On s’ensenya i apr\u00e8n tecnologia, i amb tecnologia. Esdeveniments premeditats, activitats que ajudin els estudiants a aprendre i madurar. A ser ciutadans tecnol\u00f2gicament responsables<\/strong>.<\/p>\n

Estem vivint una polaritzaci\u00f3 lesiva en la formaci\u00f3 dels nostres joves pel que fa a la seva educaci\u00f3 tecnol\u00f2gica. M’alineo, s\u00ed, contra el pedagogisme digital<\/a>, contra la niciesa impositiva de la pantalla o de la IA substitutiva del raonament hum\u00e0. Per\u00f2 crec, d’altra banda, que \u00e9s molt poc realista empantallar-se amb les pantalles, pretendre que l’a\u00efllament digital als instituts solucionar\u00e0 una mir\u00edada de problemes que s\u00f3n all\u00ed, tot esperant-nos a fora de les aules i dels murs del centre educatiu.<\/p>\n

Evitar discutir i treballar aquests problemes no fa que desapareguin. I cal treballar des de l’acci\u00f3 tutorial, per\u00f2 tamb\u00e9 des del coneixement t\u00e8cnic. Prohibir els m\u00f2bils als instituts ajuda a la conviv\u00e8ncia quotidiana i facilita la tasca foucaultiana<\/em> dels docents, que aix\u00ed hauran de vigilar i castigar menys. Cal veure si evitar\u00e0 estad\u00edsticament males conductes fora de classe, quan es recupera el poder<\/em>, el dispositiu.<\/p>\n

La compet\u00e8ncia digital docent no hauria de quedar relegada a una acreditaci\u00f3, a un document que certifica un curset superat en qu\u00e8 potser es va demostrar que se sap enviar un correu electr\u00f2nic, treballar al n\u00favol o escriure una ordre a la IA. L’aut\u00e8ntica compet\u00e8ncia digital docent<\/strong> implica que, entre altres coses, cadasc\u00fa des de la seva mat\u00e8ria, sap i \u00e9s capa\u00e7 d’ensenyar l’alumnat a (sobre)viure a la jungla digital<\/em>, i a entendre les seves costures (Lara i Magro, 2025)<\/a>. Tamb\u00e9, per descomptat, a utilitzar els programes inform\u00e0tics de la pr\u00f2pia especialitat.<\/p>\n

Encara que aix\u00f2 \u00faltim, ja us ho avan\u00e7o, \u00e9s menys important que forjar \u00e9ssers pensants preparats per a l’ineludible m\u00f3n digital. Des de l’art i la ci\u00e8ncia de la did\u00e0ctica. M\u00e9s que satanitzar les pantalles cal reflexionar sobre qu\u00e8 s’hi fa. Perqu\u00e8, fixeu-vos, potser ara estiguin tor\u00e7ant el seu coll mirant-ne una, llegint aquestes l\u00ednies. Black mirror<\/em>.<\/p>\n

\n
Refer\u00e8ncies:<\/strong><\/h6>\n

Focault, M. (1976).\u00a0Vigilar y castigar.<\/em>\u00a0M\u00e9xico: Siglo XXI Editores.<\/p>\n

Hern\u00e1ndez-Fern\u00e1ndez, A. (2022). La ignorancia tecnol\u00f3gica. En: (Navarra y Rabad\u00e0, eds.)\u00a0La educaci\u00f3n cancelada<\/em>. Palma de Mallorca: Sloper, 2022, p. 59-81.\u00a0https:\/\/futur.upc.edu\/34187794<\/a><\/p>\n

Lara, T. y Magro, C. (2025).\u00a0IA y educaci\u00f3n. Una relaci\u00f3n con costuras.\u00a0<\/em>Madrid: Trama Editorial. Biblioteca Digital Journey.<\/p>\n

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Font: educational EVIDENCE<\/strong><\/p>\n

Drets: Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

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