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ABS228 - About the participants' transformation in the implementation and adaptation of a 5D model in a Colombian rural school

2.6 Dialogue and the co-construction of knowledge
Paper in a Working Group Roundtable (WGRT)
3:50 PM, Tuesday 29 Aug 2017 (1 hour)
Convention Center - 2000 A - Table D
While implementing and adapting the 5D model in a rural school of Colombia, we found that teachers tend to have a much more effective transformation of their educational conceptions and teaching practices when university students model the pedagogical strategies (5D) in the classroom with the children.

Nimier (2014) says, "despite their goodwill, teachers can only reproduce what they have learned to do". Therefore, the introduction of new technologies in the classroom does not implicate the transformation of teachers’ relationship with it. The use and meaning of ICT in the classroom can only be interpreted by teachers´ cultural background and personal training, in terms of Nimier. Hence, the lack of new technologies in the classroom does not relate to teachers’ pedagogical purposes or their teaching practices.

The 5D model allows the incorporation of ICT into the educational process, not expecting that their uses – sometimes misdirected - will generate educational changes. However, the modeling implemented by university students has brought the transformation of teachers’ role. Turning this activity as an educational experience not only for the children but for all the significant adults involved in the process. Our statement is that the educational concepts supporting the 5D model, including the flexibility that promotes the exchange of roles, enables a profound transformation in all participants´ practices and ideas. In this particular experience, the role that participants set for new technologies is correlative to the actions carried out on it. Furthermore, they found as mediators for transforming their roles within the educational field.
Universidad Icesi
Universidad del Valle
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