The educative revolution of the model 1 to 1: possibility conditions

Abstract

he introduction of information technologies and communication (TIC) in the class does not guarantee on its own an improvement of the teaching process nor in the learning ones. As in the educative contexts without this technologies, this achievement depends on a renovation on the pedagogical thoughts that permit a conscious modification in the own conception of the educative process by all the characters involved in it. This is a premise that meets, and with bigger reasons, in the incorporation models of 1 to 1, as it International Foundation of Conceptual Pedagogy Alberto Merani, has been able to prove in this kind of process that has accompained.
The model 1 to 1 is a TIC incorporated strategy, to the education considered a pertinent alternative for many countries. The Special Project Unity of the Foundation considers that the inclusion of a computer by child in the class will only contribute to his formation if it has the background of a pedagogical model consistent that can define philosophical, pedagogical and didactic indispensable aspects.
This document exhibits a reflexion around this important conclusions and learnings about the aspects that have to be taken in account to guarantee the effective implementation of the model 1 to 1 in the classroom, as a product of the conceptual1 pedagogy and of the learnings achieved in the implementation experiences moderated by FIPCAM.