“A classroom atmosphere is enriched when it feels like a second home”, advises Jairo Giovanny Ortega, a beneficiary of the ProFuturo programme in Nariño, Colombia. This project of the Fundación Telefónica and the Fundación la Caixa places technology at the service of society to narrow the education gap in vulnerable environments in Latin America, the Caribbean, Africa and Asia. “It is crucial that educators choose the right digital tools for their learning objectives, and at ProFuturo, we have learned to do exactly that, ensuring that the technology in our classrooms is appropriate, safe and effective,” stresses this teacher of pedagogical innovation, who teaches mathematics through the FIFA video game.
Gamify learning to get students attention
Jairo Giovanny Ortega is a Colombian educator, a beneficiary of ProFuturo, with a degree in Natural Sciences and Environmental Education and a postgraduate degree in Education Sciences, who specialises in new technologies and project-based learning. He works in one of the neighbourhoods with the highest rates of violence in Colombia, Nariño, where he teaches at Mariana University.
In his experience, a classroom environment is enriched when it feels like a second home. For this reason, one of his goals is to encourage future teachers to build welcoming spaces, where the layout of the room invites collaboration and open communication. He implements materials that grab attention, but beyond that, he firmly believes that it is respect and the human tone that really makes the difference. Not forgetting the importance of attractive materials and, of course, technology, which is essential to enrich the educational environment.
One of his most successful activities has been the integration of the FIFA Manager video game into a mathematics course. This tool allowed him to teach numerical concepts through the management of a football team, where students apply mathematical skills in a real and engaging context, demonstrating that play and learning can be one. We have worked with the students of the Mariana University so that in their processes of inquiry and completion of the degree they use technological tools, in this case, video games, to generate learnings in the student body. It’s what we call Gamification.
Based on the initiative, the students, between 12 and 14 years old, were offered the opportunity to create their own video games from platforms they already knew in order to share them among different students in the Nariño region. This is the task-based activity that is used at Mariana University and that exemplifies the 9 out of 10 students who report that the programme has increased their motivation to attend school.
Technology, a key tool to take education beyond geographical limits
This is where ProFuturo comes in, an experience that has allowed him to be aware of how technology can be an extraordinary ally in education when used judiciously. “It’s crucial that educators choose the right digital tools for their learning goals, and at ProFuturo, we’ve learned to do exactly that, ensuring that the technology in our classrooms is appropriate, safe, and effective.” Since its creation in 2016, the programme has sought to promote a very innovative digital teaching-learning approach.
That is why this initiative not only provides access to educational content, but also promotes the development of essential digital competencies so that teachers, students and school principals can face the challenges of the 21st century, as in the case of Professor Ortega, who has brought educational innovation to the classroom using technology, as well as future teachers, as a form of inspiration to connect with students in this digital age. This is one of the points that make the story even more inspiring, that it is guaranteed that this type of approach in pedagogical practices transcends generations and ensures that, from childhood, students grow up seeing technology as an ally. In fact, 75% of the teachers who are part of ProFuturo say that they’ve modified their educational activities with the technology and digital resources.
Ortega is also a teacher who knows the facts on the ground where he works very well, since he grew up in Nariño and it was there that he decided to continue his teaching work, in this area highly affected by the conflict in Colombia. This decision highlights, once again, how technology and education are beacons of hope in the midst of the challenges of our society.
This and many other testimonies put a face to the data extracted from ProFuturo’s annual macro-survey that concludes that technology not only improves the learning experience, but also increases students’ effort and attention:
- 9 out of 10 students say they work harder because of the programme.
- 7 out of 10 teachers have witnessed first-hand a significant improvement in their students’ digital competencies and say they have modified their educational activities with technology and digital resources.
- 8 out of 10 teachers observe an improvement in attention and discipline in the classroom – according to testimonies of 76,000 students, corroborated by that of 14,000 educators.
Technology and education: a tandem with the power to transform the future
The case of Jairo Giovanny Ortega and his experience with ProFuturo underscores the transformative impact that technology can have on education, especially in vulnerable contexts. Its innovative approach not only improves academic competencies, but also strengthens the sense of belonging and motivation among students. The integration of tools such as video games, beyond capturing attention, has proven to be an effective way to make learning more accessible.
Like the Colombian teacher, other educators in the programme become agents of change who, through technology, manage to transcend geographical, social, and economic barriers, all with the aim of helping students grow up in a more equitable, inclusive, and digitally prepared environment.
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