{"id":33672,"date":"2026-03-12T08:41:20","date_gmt":"2026-03-12T07:41:20","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=33672"},"modified":"2026-03-12T08:46:38","modified_gmt":"2026-03-12T07:46:38","slug":"codi-deontologic-docent-i-tecnologia","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/codi-deontologic-docent-i-tecnologia\/","title":{"rendered":"Codi deontol\u00f2gic docent i tecnologia"},"content":{"rendered":"

La tecnologia no \u00e9s nom\u00e9s una eina. \/ Imatge creada per IA.<\/p>\n

 <\/p>\n

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

\"\"<\/strong><\/p>\n

 <\/p>\n

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

 <\/p>\n

Molts docents desconeixen l\u2019exist\u00e8ncia d\u2019un Codi Deontol\u00f2gic Docent<\/strong> (CDD) que hauria d\u2019orientar la seva pr\u00e0ctica professional. Els passa tant a docents novells com a alguns que ja porten lustres a la professi\u00f3. Vagi per davant que no \u00e9s culpa seva si ning\u00fa abans no els havia informat de l’exist\u00e8ncia d’un CDD. Ni tampoc que hi ha una refer\u00e8ncia directa al tema de les tecnologies educatives. En particular, m’agradaria destacar aqu\u00ed el CDD que va aprovar el 2021 el Col\u00b7legi Oficial de Doctors i Llicenciats en Filosofia i Lletres i en Ci\u00e8ncies de Catalunya, ja que incorpora de manera expl\u00edcita el comprom\u00eds del professorat amb l’\u00fas responsable i \u00e8tic de la tecnologia. Aquest fet \u00e9s estrat\u00e8gic i extrapolable a altres latituds, independentment de les difer\u00e8ncies entre sistemes educatius. Afecta el professorat de tots els nivells educatius, i no nom\u00e9s als que imparteixen mat\u00e8ries tecnol\u00f2giques.<\/p>\n

La tecnologia no \u00e9s nom\u00e9s una eina. Implica un sistema de pr\u00e0ctiques amb impacte social. Cada decisi\u00f3 tecnol\u00f2gica a l’aula, com a la societat, o a les lleis o reglamentacions que l’afecten, t\u00e9 conseq\u00fc\u00e8ncies. Impacta en la ciutadania, la privadesa, l’autonomia de l’alumnat, l’equitat i l’ecosistema educatiu. Incumbeix tamb\u00e9 i hauria d’implicar, per descomptat, les fam\u00edlies. De ben poc serveixen les regulacions intramurs del centre educatiu, si despr\u00e9s a fora impera el Far West<\/em>.<\/p>\n

El CDD estructura la professi\u00f3 docent en diversos compromisos particulars: respecte a l’alumnat, la professi\u00f3, el coneixement i la societat<\/strong>. En el cas del CDD de Catalunya, s’hi afegeix un comprom\u00eds espec\u00edfic respecte a l’\u00fas responsable i \u00e8tic de la tecnologia. Aix\u00f2 no \u00e9s f\u00fatil, i no \u00e9s habitual en altres codis internacionals, inclosos alguns promoguts per la UNESCO (vegeu Ardila i Hern\u00e1ndez-Fern\u00e1ndez [2024], per a una revisi\u00f3 general).<\/p>\n

El plantejament \u00e9s clar. L’alumnat \u00e9s un col\u00b7lectiu vulnerable. Per tant, l’\u00fas de tecnologies ha de ser pedag\u00f2gicament justificat, segur i proporcionat. No n’hi ha prou amb incorporar aplicacions o IA de manera discrecional a les mat\u00e8ries, i esperar que els alumnes s’autoregulin. Cal educar. Cal regular tempos, contextos i finalitats did\u00e0ctiques. A m\u00e9s, cal prevenir i evitar riscos com el ciberassetjament, la sobreexposici\u00f3, les addiccions o l’\u00fas inadequat de dades<\/strong> personals. I si a l’ortografia els docents de llengua tenen m\u00e9s responsabilitat, aqu\u00ed l’haurien de tenir els de tecnologia (si el sistema els permet sobreviure), encara que ning\u00fa se’n lliura de la seva part.<\/p>\n

El professorat, de totes les \u00e0rees, t\u00e9 obligacions concretes: actualitzar les seves compet\u00e8ncies digitals, con\u00e8ixer la normativa sobre protecci\u00f3 de dades, prevenir el plagi, utilitzar plataformes segures, separar vida personal i professional en xarxes socials (cosa que no fan els ‘teachtokers’ per exemple, aquells que usen la seva aula per augmentar els seus ‘likes’ o impacte en xarxes socials), intervenir davant d\u2019incidents digitals que incumbeixin el centre educatiu, o garantir la confidencialitat de la informaci\u00f3 acad\u00e8mica. Prou de pujar treballs o materials dels alumnes a internet: cal preservar la seva intimitat i respectar la legalitat<\/strong>.<\/p>\n

A m\u00e9s, cal promoure l’equitat en l’acc\u00e9s a la tecnologia. Planificar de manera realista les tasques en l\u00ednia. Explicar no nom\u00e9s els beneficis de les eines, sin\u00f3 tamb\u00e9 els seus l\u00edmits i riscos. Analitzar els biaixos de la intel\u00b7lig\u00e8ncia artificial i les seves implicacions educatives. Educar en el pensament cr\u00edtic davant d’algorismes, en la vigil\u00e0ncia digital, promoguda de vegades des dels mateixos centres educatius o des dels models de negoci de les grans companyies tecnol\u00f2giques, basats en les dades de l’alumnat, moltes vegades obtinguts sense el seu consentiment ni el de les seves fam\u00edlies, cosa que vulnera les lleis vigents de protecci\u00f3 de dades.<\/p>\n

\u00c9s important subratllar que defensar l’educaci\u00f3 tecnol\u00f2gica<\/strong>, que subscric, no vol dir la digitalitzaci\u00f3 indiscriminada o gratu\u00efta de l’educaci\u00f3. Es pot i s’ha de promoure la cultura tecnol\u00f2gica sense multiplicar dispositius, seguint el CDD. Un CDD com cal ha d’incorporar expl\u00edcitament la tecnologia i la tecno\u00e8tica en els seus compromisos. No \u00e9s opcional. Forma part del deure dels professionals de l’educaci\u00f3. I compromet tot el claustre. Defugir la tecnologia \u00e9s ignorar part de les nostres obligacions.<\/p>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
\u00c0mbit<\/td>\nPrincipals orientacions<\/td>\n<\/tr>\n<\/thead>\n
Actualizaci\u00f3 professional<\/strong><\/td>\nFormaci\u00f3 continuada en eines tecnol\u00f2giques de la seva especialidad.<\/td>\n<\/tr>\n
Legalidat y dades<\/strong><\/td>\nComplir las normes i les lleis de protecci\u00f3 de dades. Protecci\u00f3 y<\/p>\n

confidencialitat de dades personals de la comunitad educativa.<\/td>\n<\/tr>\n

Seguretat i benestar<\/strong><\/td>\nPrevenir el ciberassetjament, l\u2019\u00fas inadequat, l\u2019\u00fas i les addiccions.<\/p>\n

\u00das d\u2019entorns y plataformas seguras, vetllant per la salut mental y f\u00edsica.<\/td>\n<\/tr>\n

Identitad digital<\/strong><\/td>\nAplicar el principi de prud\u00e8ncia a xarxes socials. Separaci\u00f3 de la vida<\/p>\n

personal i profesional, i restricci\u00f3 de l\u2019\u00fas de dades de l\u2019aula.<\/td>\n<\/tr>\n

Equitat<\/strong><\/td>\nGarantir l\u2019acc\u00e9s igualitari i evitar la bretxa digital de l\u2019alumnat.<\/td>\n<\/tr>\n
\u00das pedag\u00f2gic<\/strong><\/td>\nPosar la tecnologia al servei de l\u2019aprenentate. Planificar de forma adecuada<\/p>\n

les tasques en l\u00ednea y el dret a la desconnexi\u00f3.<\/td>\n<\/tr>\n

Pensament cr\u00edtic<\/strong><\/td>\nAnalitzar a l\u2019aula els biaixos algor\u00edtmics i l\u2019impacte social de la tecnologia.<\/td>\n<\/tr>\n
\u00c8tica professional<\/strong><\/td>\nAssumir la responsabilidat professional en cada decisi\u00f3 tecnol\u00f2gica.<\/p>\n

Examplaritat i coher\u00e8ncia personal.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Taula I: Resum d\u2019orientacions professionals per al comprom\u00eds docent en l\u2019\u00fas responsable i \u00e8tic de la tecnologia a l\u2019aula.<\/p>\n

 <\/p>\n

A la taula I s’inclouen com a resum algunes orientacions que recomano als companys de professi\u00f3. Perqu\u00e8 la tecnologia forma part estructural de la professi\u00f3 docent. El marc deontol\u00f2gic que els he proposat la reconeix expl\u00edcitament i obliga a abordar-la amb rigor professional. Una compet\u00e8ncia digital sense \u00e8tica \u00e9s insuficient. La regulaci\u00f3, la prud\u00e8ncia i la reflexi\u00f3 cr\u00edtica han d’acompanyar qualsevol innovaci\u00f3 educativa que incorpori tecnologia. I aquest comprom\u00eds no correspon nom\u00e9s al professorat de tecnologia. \u00c9s una responsabilitat compartida de tots els docents, i per descomptat dels seus superiors: els equips directius, els departaments d’educaci\u00f3, la inspecci\u00f3 i, molt especialment, els legisladors. Perqu\u00e8 la deontologia, lamentablement, segueix en general absent tant a la formaci\u00f3 inicial i cont\u00ednua del professorat, com a les lleis educatives i als seus reglaments.<\/p>\n

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

Ardila, M. & Hern\u00e1ndez-Fern\u00e1ndez, A. (2024). Codi deontol\u00f2gic docent: una perspectiva global per a una actuaci\u00f3 local.\u00a0Informe t\u00e8cnic UPC<\/em>,\u00a0https:\/\/hdl.handle.net\/2117\/416351<\/a>.<\/p>\n

Hern\u00e1ndez-Fern\u00e1ndez, A. (2025). Tecnologia, tecno\u00e8tica i codi deontol\u00f2gic docent.\u00a0Revista de tecnologia<\/em>, 13, p. 56-59. DOI: 10.2436\/20.2004.01.69.\u00a0https:\/\/hdl.handle.net\/2117\/442517<\/a><\/p>\n

UNESCO (2023).\u00a0C\u00f3digo deontol\u00f3gico de la profesi\u00f3n docente<\/em>.\u00a0https:\/\/etico.iiep.unesco.org\/sites\/default\/files\/2023-03\/Spain_CE.pdf<\/a><\/p>\n

\n

Font:\u00a0educational EVIDENCE<\/strong><\/p>\n

Drets:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

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Ni tampoc que hi ha una refer\u00e8ncia directa al tema de les tecnologies educatives.<\/p>\n","protected":false},"author":4,"featured_media":33987,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[248,246],"tags":[4205,4206,1967,808],"class_list":["post-33672","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-tecno-etica-ca","category-tecnologia-ca","tag-codi-deontologic-docent","tag-educacio-tecnologica","tag-tecnoetica-ca","tag-tecnologia"],"yoast_head":"\nCodi deontol\u00f2gic docent i tecnologia - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Molts docents desconeixen l\u2019exist\u00e8ncia d\u2019un Codi Deontol\u00f2gic Docent (CDD) que hauria d\u2019orientar la seva pr\u00e0ctica professional. 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