Decidiendo para un futuro mejor : el efecto de la información sobre la deserción escolar y el uso del tiempo

El estudio sostiene que los estudiantes subestiman todos los ingresos en promedio respecto del real. Incluso bajo estándares conservadores, subestiman en 20 % los ingresos de la educación universitaria y >30 % los de la educación técnica. Además, sobreestiman en general sus propios ingresos futuros. Este sesgo se reduce con la edad siendo las niñas las que subestiman los retornos de la educación técnica y sobreestiman los de niveles bajos de educación

Decidiendo para un futuro mejor : el efecto de la información sobre la deserción escolar y el uso del tiempo

El estudio sostiene que los estudiantes subestiman todos los ingresos en promedio respecto del real. Incluso bajo estándares conservadores, subestiman en 20 % los ingresos de la educación universitaria y >30 % los de la educación técnica. Además, sobreestiman en general sus propios ingresos futuros. Este sesgo se reduce con la edad siendo las niñas las que subestiman los retornos de la educación técnica y sobreestiman los de niveles bajos de educación

The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis

AbstractDigital technology offers the potential to address educational challenges in resource‐poor settings. This meta‐analysis examines the impact of students' use of technology that personalises and adapts to learning level in low‐ and middle‐income countries. Following a systematic search for research between 2007 and 2020, 16 randomised controlled trials were identified in five countries. Studies involved 53,029 learners aged 6–15 years. Coding examined learning domain (mathematics and literacy); personalisation level and delivery; technology use; and intervention duration and intensity. Overall, technology‐supported personalised learning was found to have a statistically significant—if moderate—positive effect size of 0.18 on learning (p = 0.001). Meta‐regression reveals how more personalised approaches which adapt or adjust to learners' level led to significantly greater impact (an effect size of 0.35) than those only linking to learners' interests or providing personalised feedback, support, and/or assessment. Avenues for future research include investigating cost implications, optimum programme length, and teachers' role in making personalised learning with technology effective. Practitioner notesWhat is already known about this topic? Promoting personalised learning is an established aim of educators. Using technology to support personalised learning in low‐ and middle‐income countries (LMICs) could play an important role in ensuring more inclusive and equitable access to education, particularly in the aftermath of COVID‐19. There is currently no rigorous overview of evidence on the effectiveness of using technology to enable personalised learning in LMICs. What this paper adds? The meta‐analysis is the first to evaluate the effectiveness of technology‐supported personalised learning in improving learning outcomes for school‐aged children in LMICs. Technology‐supported personalised learning has a statistically significant, positive effect on learning outcomes. Interventions are similarly effective for mathematics and literacy and whether or not teachers also have an active role in the personalisation. Personalised approaches that adapt or adjust to the learner led to significantly greater impact, although whether these warrant the additional investment likely necessary for implementation at scale needs to be investigated. Personalised technology implementation of moderate duration and intensity had similar positive effects to that of stronger duration and intensity, although further research is needed to confirm this. Implications for practice and/or policy: The inclusion of more adaptive personalisation features in technology‐assisted learning environments can lead to greater learning gains. Personalised technology approaches featuring moderate personalisation may also yield learning rewards. While it is not known whether personalised technology can be scaled in a cost‐effective and contextually appropriate way, there are indications that this is possible. The appropriateness of teachers integrating personalised approaches in their practice should be explored given ‘supplementary’ uses of personalised technology (ie, additional sessions involving technology outside of regular instruction) are common. </jats:sec

Gênero e Docência: Olhares sobre a formação de professoras rurais no Brasil e na Colômbia

Este trabajo tiene como objetivo debatir el tema de las mujeres de formación de profesores para la escuela rural, basado en el psicoanálisis el problema de formación ubicado en el tenedor del género, el sujeto y la enseñanza. La investigación llevada a cabo en Brasil y Colombia, a veces por diferentes grupos, trata de encontrar en la presentación de historias de vida de las mujeres docentes participantes el significado subjetivo de ser mujer y maestro en las zonas rurales. Las maestras encuestadas aportan sus ideas, historias y miradas acerca de los lugares donde viven y trabajan, donde hablan de sus trayectorias personales y profesionales y exponen sus puntos de vista sobre los alumnos y sus familias en las comunidades de cada lugar de la investigación, a saber: Tunja, en la provincia de Boyacá y Santa Rita de Ouro Preto, en el distrito de Ciudad histórica de Ouro Preto, Minas Gerais, Brasil