School digitalization was full of mistakes, the same ones we are committing when undoing it

Madrid has decided to turn off the screens. And, as we have learned, the community of the community prepare a decree to prohibit Individual use in computer, tablets or mobile class more than half a million students from around 2,000 community and primary education centers of the community.

That is, the intention of the Community of Madrid is to expand the veto to the smartphones that are in force to all digital devices.

“Back to essence.” Those have been the words of Miguel Ángel García Martínregional government spokesman: “What is limited is individual use, it is not allowed in the classrooms of the Community of Madrid (…) We intend to return to the essence of books, notebooks, dictates, the care of spelling, calligraphy, and all that will be compatible with which Madrid students have those digital skills so necessary.”

“There are many countries that once gave the way of introducing digital devices, and are reversing what we could call the essence of traditional education, adapted, yes, to today’s time,” explained (although without giving more details of how training will be articulated in the different digital competences that marks the curriculum).

One step further. It is true that the decision of the Community of Madrid, at least apparently, is a step beyond The recommendations approved by the State School Board A year ago (and focused on the use of mobiles). And, indeed, it is something that connects with the general opinion state that has promoted prohibitions of digital devices in dozens of countries and regions around the world.

However, that does not mean that everyone is in favor. While there is no lack of stands in favor of the measure (“the digitalization of the classrooms has been a carafal error that we will be recovering years”), neither are concerted schools lack rejecting the idea and calling her from ‘radical’.

Changes! Changes? If we look at the content of the decisions it is impossible to deny that, indeed, the decision of the Community of Madrid is a change for many schools. However, if we look at more structural issues we will see more continuities than innovations.

Above all, in something that Catherine L’Ecyer said in the worldthat we legislate following fashions and opinion states. It is true that it was not prudent when it comes to demanding solid evidence before implementing the use of tablets in the classroom. As true as we are now withdrawing them without having a strongly founded action plan.

A scientific debate that does not end. For each report like that of the National Institute of Public Health of Quebec (“The results from recent scientific data suggest that digital devices in the classroom, used for personal or educational purposes, in the best case do not bet any benefit to learning and in the worst case they have a negative effect”) we find one as This Swedish research (“Mobile prohibitions have no impact on” school “performance).

In this context, and beyond the concrete debate, it must be remembered that the true consensus is that The measures that really improve The academic performance and emotional well -being of students are others. The screens are still cosmetic measures, “while those that They could contribute To improve the mental health of our teenagers continue in some drawer. “

How to face the future. One of the historical complaints of the educational system is that the legislation does not stop giving bands: it is not only that the new laws arrive with problems, but does not give time to evaluate its effects before the next government changed them again. It happened with pedagogical approaches, With bilingualism. And is happening with the problem of digitalization of classrooms.

For this reason, what begins to be unplayable is to look for ways to introduce changes guided by available evidence.

Image | 야스민 ㄹㅁㅅ | Kelly Sikkema

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