{"id":32742,"date":"2026-01-28T08:29:27","date_gmt":"2026-01-28T07:29:27","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=32742"},"modified":"2026-01-29T08:50:59","modified_gmt":"2026-01-29T07:50:59","slug":"quan-cal-usar-la-tecnologia-a-laula","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/quan-cal-usar-la-tecnologia-a-laula\/","title":{"rendered":"Quan cal usar la tecnologia a l\u2019aula?"},"content":{"rendered":"

La incorporaci\u00f3 de la tecnologia a l’aula no \u00e9s, ni hauria de ser, un fi en si mateix.\u00a0\/ Foto: \u00a0Faisal Mehmood<\/a> –\u00a0Pixabay<\/a><\/p>\n

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

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

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Surto, a peu d’aula, molts dies, amb una contradicci\u00f3. Em passa sempre que formo part de l’engranatge del sistema, quan instrueixo docents, o estudiants, en l’\u00fas de la tecnologia. Els n\u2019ensenyo. Ergo estic fomentant-ne l’\u00fas. Em consolo (o autoenganyo) perqu\u00e8 com a docent de tecnologia em correspon aquesta funci\u00f3. I m’agrada pensar que alhora fomento el seu pensament cr\u00edtic, que no genero usuaris passius. \u00c9s la meva obligaci\u00f3, em dic. No s\u00e9 si ho aconsegueixo. Permeteu-me doncs aclarir algunes coses, que potser puguin ajudar els col\u00b7legues de professi\u00f3, de la meva \u00e0rea i d’altres. O a mi mateix.<\/p>\n

La incorporaci\u00f3 de la tecnologia a l’aula no \u00e9s, ni hauria de ser, un fi en si mateix<\/strong>. Excepte en les mat\u00e8ries de l’\u00e0rea de tecnologia, o en formaci\u00f3 professional (FP), o en moments espec\u00edfics dels curr\u00edculums, quan la tecnologia \u00e9s objecte d’estudi i forma part dels continguts a impartir, la tecnologia \u00e9s un mitj\u00e0 i hauria de ser una eina per millorar l’aprenentatge. En un context marcat per l’expansi\u00f3 accelerada de la intel\u00b7lig\u00e8ncia artificial (IA), o altres tecnologies digitals, la pregunta rellevant ja no \u00e9s quina tecnologia fer servir, sin\u00f3 quan i per qu\u00e8 fer-la servir. Aquesta distinci\u00f3 \u00e9s crucial si es consideren tant els l\u00edmits cognitius de l’alumnat com els impactes \u00e8tics, ambientals i socioecon\u00f2mics globals associats a aquestes tecnologies. Perqu\u00e8 la IA, com altres tecnologies o artefactes, no \u00e9s neutra, no \u00e9s nom\u00e9s una eina<\/strong> (Laba, 2025).<\/p>\n

Des d’una perspectiva pedag\u00f2gica, introduir tecnologia abans que l’alumnat disposi dels marcs conceptuals necessaris \u00e9s contraproduent<\/strong>. Lluny de facilitar l’aprenentatge, pot generar depend\u00e8ncia instrumental, superficialitat, desc\u00e0rrega cognitiva o una falsa sensaci\u00f3 de comprensi\u00f3. Se’ns acudiria subministrar una calculadora a alumnes que no saben multiplicar, abans que n\u2019aprenguin les taules? IA generativa a alumnes per fer un esquema, redactar un text o fer un v\u00eddeo, abans que hagin apr\u00e8s a fer-ho per si mateixos?<\/p>\n

La tecnologia com a simple substitutiva mata l’aprenentatge<\/strong>. Com ja va sostenir Skinner (1970), abandonar un alumne davant d’una tecnologia \u00e9s renunciar a ensenyar, \u00e9s fomentar que aprengui sol, sense ser ensenyat. La tecnologia, cas dels xats d’IA, hauria de quedar per a quan realment l’alumne estigui sol, sense ning\u00fa a qui acudir. I aqu\u00ed, en la soledat de l’estudiant sense suport hum\u00e0, cal ensenyar -especialment des de l’\u00e0rea de tecnologia- a fer servir la tecnologia correctament. Per\u00f2 el moment, el tempo, \u00e9s crucial. La tecnologia ha d’apar\u00e8ixer quan aporta valor real al proc\u00e9s formatiu; quan l’estudiant est\u00e0 degudament instru\u00eft, i posseeix la bastida cognitiva necess\u00e0ria per interpretar cr\u00edticament els seus resultats; no com a artefacte que reempla\u00e7a el raonament o l’habilitat, sin\u00f3 com un suport conscient i situat. I \u00e9s normal que a la seva edat, atesa la seva immaduresa, els tempti el m\u00ednim esfor\u00e7, escaquejar-se de les seves tasques, saltar-se el seu aprenentatge. Perdona’ls, perqu\u00e8 no saben qu\u00e8 fan. Per\u00f2 supervisa’ls i sigues estricte.<\/p>\n

Perqu\u00e8 l’estudiant ha de ser honest amb l’\u00fas de la IA, aix\u00ed com en la d\u2019altres tecnologies, reconeixent-ho al docent. Per\u00f2 primer ha de ser honest amb ell mateix: tinc els coneixements, he apr\u00e8s? O la IA ho ha fet tot i jo no he apr\u00e8s res? Generem el clima a l’aula que obri el canal de comunicaci\u00f3 que possibiliti que l’alumne se senti segur per promoure aquesta honestedat, per sincerar-se. O obrim canals virtuals, alternatius, que ajudin els m\u00e9s t\u00edmids. Per a aix\u00f2 s\u00ed que haur\u00edem d’acudir a la tecnologia: com a eina complement\u00e0ria de millora de la nostra comunicaci\u00f3<\/strong>.<\/p>\n

A aquesta dimensi\u00f3 did\u00e0ctica s’hi afegeix una responsabilitat \u00e8tica ineludible. En el cas de la IA generativa, ja vam veure l’alteraci\u00f3 global que causa a la Cartografia que va elaborar el Taller Estampa (2024). Com evidenciava aquella visualitzaci\u00f3, inspirada en part a l’Atlas de la IA<\/em> de Kate Crawford (2021), aquestes tecnologies tenen un impacte ambiental significatiu \u2014consum energ\u00e8tic, \u00fas intensiu de recursos naturals i extractivisme hum\u00e0\u2014 i un impacte socioecon\u00f2mic desigual, que afecta de manera desproporcionada determinades regions del planeta, i a col\u00b7lectius marginats, vulnerables i explotats. Obviar aquesta realitat a l’aula, suposa formar usuaris consumidors acr\u00edtics de sistemes nocius la petjada dels quals roman invisibilitzada. Deixar-los al n\u00favol. Connectats i ignorants.<\/p>\n

Per aix\u00f2, quan \u00e9s necessari i es decideix emprar tecnologia a classe, haur\u00edem d’optar per eines lliures, p\u00fabliques i de codi obert, entrenades de manera transparent i amb criteris \u00e8tics clars. No es tracta nom\u00e9s d’ensenyar a fer servir una eina, sin\u00f3 d’educar en les conseq\u00fc\u00e8ncies del seu \u00fas: qui l’ha desenvolupada, amb quines dades, quin cost ambiental i amb quines implicacions socials<\/strong>. Tal vegada aquestes eines lliures estiguin t\u00e8cnicament, pel que fa a resultats objectius, una mica per darrere de les corporatives. Per\u00f2, com ha passat en altres \u00e0rees tecnol\u00f2giques, la comunitat i els usuaris poden millorar-les i empoderar-les. I, a m\u00e9s, per a la majoria de tasques de les nostres aules no cal la darrera versi\u00f3 m\u00e9s potent de tot. Paraula de tecn\u00f2leg.<\/p>\n

La m\u00e0xima hauria d’estar clara: no fer servir IA, ni altres tecnologies digitals, si no \u00e9s estrictament necessari<\/strong>. Ensenyar tamb\u00e9 implica saber renunciar. Reduir \u00e9s el millor que es pot fer pel medi ambient. Al consum material i al digital. I en molts casos, tecnologies centen\u00e0ries com l’escriptura (llapis i paper) i els llibres, i la conversa o el raonament social pausat, claus en la comunicaci\u00f3 humana, continuen sent no nom\u00e9s suficients, sin\u00f3 imprescindibles. Perqu\u00e8 els nostres s\u00edmbols, els nostres rituals culturals o formes de vida ancestrals no s\u00f3n algoritmes d’optimitzaci\u00f3. Usar tecnologia a classe \u00e9s una decisi\u00f3 que cal justificar sempre des de l’aprenentatge necessari, mai des de la moda passatgera de la innovaci\u00f3 o la novetat, i menys des de la pressi\u00f3 externa. Ja vingui de les pr\u00f2pies institucions educatives, o de la propaganda medi\u00e0tica de les grans corporacions tecnol\u00f2giques.<\/p>\n

I aix\u00ed segueixo, amb les meves tribulacions i contradiccions, dubtant com mai no far\u00e0 una m\u00e0quina. Preparar\u00e9 la meva propera classe. Creativitat i imaginaci\u00f3 a l’era tecnol\u00f2gica.<\/p>\n

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

Crawford, K. (2021).\u00a0Atlas of AI.\u00a0<\/em>Yale University Press.<\/p>\n

Estampa, Taller (2023). Cartography of generative AI<\/em>.\u00a0https:\/\/cartography-of-generative-ai.net\/<\/a><\/p>\n

Hern\u00e1ndez-Fern\u00e1ndez, A. (2024). T\u00e9cnicas y tecnolog\u00edas \u00fatiles en el aprendizaje: de las m\u00e1quinas de Skinner a la inteligencia artificial<\/em>. En:\u00a0\u00abInteligencia artificial en la educaci\u00f3n: desarrollo y aplicaciones\u00bb<\/em>. Madrid: OEI, p. 22-40.\u00a0https:\/\/oei.int\/wp-content\/uploads\/2025\/04\/desarrollo-ia-educacion-7.pdf<\/a><\/p>\n

Laba, N. (2025). AI is not a tool.\u00a0AI & Society<\/em>.\u00a0https:\/\/doi.org\/10.1007\/s00146-025-02784-y<\/a><\/p>\n

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

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

Surto, a peu d’aula, molts dies, amb una contradicci\u00f3. Em passa sempre que formo part de l’engranatge del sistema, quan instrueixo docents, o estudiants, en l’\u00fas de la tecnologia. Els n\u2019ensenyo. Ergo estic fomentant-ne l’\u00fas. 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