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What is our education proposal?
We live in an increasingly digital world where most of the jobs of the future do not even exist today, and where the two keys to a country’s development are innovation and education. Aware of this reality, ProFuturo has launched a digital education program so teachers can develop their skills and be capable of providing the best education to the children in their classroom.
The teaching model is personalized, modular and flexible, can be implemented in any vulnerable environment (conflict zones, or in remote, poor or rural areas) –regardless of whether they have an Internet connection– and can be adapted to each school and country.
The key to the program is teacher training. ProFuturo trains teachers in the use of digital tools, helps them improve their 21st Century skills and invites them to promote collaborative work so as to create a vast international network of schools that teach, learn and share knowledge, thus breaking down the “classroom walls”.
ProFuturo’s proposal involves all the educational agents: school principals and teachers, students and families, as well as other social, educational and institutional agents, to ensure the program is sustainable over time, has the broadest possible scope and is accessible to everyone. It has also established various processes to measure and assess the impacts of continuous improvement so it can be effectively adapted and replicated in different schools.
ProFuturo’s education proposal is defined as:
What does the Digital Education Solution consist of?
ProFuturo offers a series of digital experiences for the classroom focused on the skills, values and capabilities that are part of a well-rounded education. The aim is to offer teachers the opportunity to incorporate digital resources into their teaching programs. All this takes place through a single interface that can be accessed from any environment and device.
The solution includes:
A set of digital experiences for the classroom that enable:
– The development of knowledge and skills linked to the 21st Century curriculum: with particular attention to the areas of linguistics and STEAM (science, technology, arts and mathematics) and to life skills (learning how to learn, citizenship, etc.).
– The development of 21st Century competences such as digital literacies, communication skills, teamwork, creativity, ability to listen, problem-solving and decision-making.
Professional development itineraries for teachers
Teachers are key players in the educational process. The professional development itineraries itineraries help teachers gain knowledge of the digital tools and contents, learn new skills and methodologies, and incorporate what they have learnt to their lessons.
ProFuturo offers blended training (traditional face-to-face training with computer-based modules). The training is conducted through a cascade model that involves coordination between ProFuturo teams and local entities. The teacher receives continuous support through the figure of a coordinator, who periodically offers advice for any problem that may arise, in order to avoid the teacher becoming demotivated and abandoning the solution.
Content of the digital experiences for the classroom
The content serves as a complement to the local curriculum: the digital activities are easy to integrate because they cover knowledge, skills and attitudes; they are dynamic because they adapt to the student’s personal growth; they are transferable because they are applicable to different real-life contexts; and they are interdisciplinary and functional, as the aim is to ensure students can access professional opportunities.
The contents come in four languages: Spanish, English, French and Portuguese.
However, the flexibility of ProFuturo’s education platform allows Departments of Education, local education partners and teachers to upload local contents and promote the local mother tongue as a language of instruction at primary education level.
Design and structure
The proposed activities have been designed based on an analysis of the content and structure of the curricula in various countries so as to offer the broadest possible compatibility. This means that the teachers can select what to work on with their students based on the curriculum in their own country and on their students’ needs.
The contents include the main curricular materials in elementary school for two age ranges: children between the ages of 5 and 7 and between the ages of 8 and 12. Additionally, ProFuturo is working on developing specific content for children with special needs.
The system includes 1,800 hours of content divided into 138 teaching units in each language. Each teaching unit comprises different digital resources and activities that develop a group of concepts in a particular knowledge area. All units share a structure that teachers can adapt, allowing them to personalize student learning.
Content endorsement (examples and milestones)
Tekman Books (language) uses the digital content designed and approved by Colegio Montserrat, a Spanish school that has a global reputation in education projects. Tekman’s contents are used in 750 schools in Spain, Mexico, Colombia, Chile and Ecuador.
Elesapiens (science) is a Spanish company that has pioneered the creation and integration of education resources with fun and interactive content. The Science and Fun project has received awards from various organizations and institutions. The content is supported by the Faculty of Education Science at the University of Cordoba.
The Asociación Mundial de Educadores Infantiles (World Association of Children’s Teachers – AMEI), a nonprofit body with over 25 years’ experience in children’s issues, conceived as a movement to renew teaching in children’s education, endorses the content on ways of thinking.
Students’ learning experience and different teaching styles have been taken into account when creating the digital resources. Learning can be adapted to students’ stage of development and pace. The subject matter has been prepared by focusing on meaningful learning, considering students’ experience and educational background.
Through processes of analysis and synthesis, and using a variety of resources and activities, the conceptual content is specially designed for each student with the aim of achieving deep learning. The students begin with general concepts and advance toward more specific subjects, not only so they can understand the basic concepts, but so that they can develop attitudes and behaviors that are aligned with the study matter.
The method is inspired by a non-linear pedagogy that seeks new ways of accessing knowledge. It is promotes critical thinking and active learning, as opposed to memory-based learning. This focus is derived from an interdisciplinary and applied perspective that integrates knowledge from different areas.
The multimedia resources and activities are designed to give students an active role in the teaching process; in other words, applying the principle of “learning by doing”, where learning is achieved through practice. Students’ involvement motivates them to learn, and leads to a greater acquisition of knowledge, values and skills.
We also work with other actors who offer methods for developing problem-solving skills (in areas such as mathematics), based on the latest research from cognitive science and educational psychology.
Professional development itineraries for teachers
Our training model uses a blended modality approach (traditional face-to-face training with computer-based modules) and comprises hardware, software, content and measurement tools. It adapts to the teacher’s professional development and maximizes their teaching capabilities and technological appropriation, based on the following pedagogical trends:
– Level of methodological skill: to create an effective digital learning environment, it is essential to equip teachers with innovative teaching methodologies
– Level of technological appropriation: leveraging ICT in the classroom depends on teachers’ level of digital appropriation and ability to create meaningful educational experiences using ICTs. ProFuturo offers training to improve teachers’ digital appropriation taking into account their current skills level.
ProFuturo’s training covers the skills described in the “Digital Competence Framework for Citizens”.
Teacher training model
IMMERSIVE FACE-TO-FACE TRAINING
In 20 hours of face-to-face sessions, the school’s team completes the first immersion in the program, its tools and methodologies.
VIDEO TUTORIALS AND INFOGRAPHICS
Digital resources to support training and respond to queries about the features and uses of the platform, lesson planning using ProFuturo hardware, and methodologies to create meaningful education experiences.
ICT AND INNOVATION TRAINING ITINERARIES
These consist of 100 hours of training using blended methodology on how to integrate technology and innovation in the classroom. It comprises digital resources for self-directed learning, and in-person workshops for the practical application of the material and for resolving queries.
LOCAL TRAINING SUPPORT
Regular visits to schools and in-person workshops which complement self-directed digital training.
ProFuturo’s target groups
-It trains teachers to apply digital tools in the classroom and empowers them so that they can use them in an optimal way, enhancing their own digital skills.
-It develops new methodologies based on digital education and other tools that provide teachers with personalized learning resources.
-It promotes the model of the teacher as an “activator” of learning, who motivates students and helps them reach their full potential.
-It enables the teacher/educator to individually monitor the students and assess their learning.
-It supports the teacher/educator throughout the whole process and engages local coordinators facilitating communication between them.
-Teacher training is also generated from shared peer experience.
-It respects each student’s pace of learning and takes the specific sociocultural context into account.
-It encourages project-based work, participation, and interactivity to ensure that they integrate the knowledge and skills and can connect theory and application more adeptly.
-It develops new digital contents that are attractive to students and tailored to their level, and invites them to design their own learning.
-It promotes students’ motivation and reduces school dropout rates.
-It promotes two-way learning between teacher and student.
-It favors their guided and self-directed learning.
-Work interactions are created online in the classroom, at the school, and in the community.
-Students are motivated to communicate and share what they have learned in a multimedia format.
-It implements new organizational and learning management models in schools.
-It supports school principals in leading teachers toward an educational transition.
-It sets up relationships with local and educational agents to support the schools.
-It encourages interaction between the school and the community.
-It links the learnings to the local context by including specific places, people, facts and customs of the location.
-The school enriches its local community through the processes of digital education by becoming a:
Space for inclusive learning that respects diversity.
Space for cultivating talent.
Space that is open to the local and global community.
Social and educational agents and institutions
It generates new methods of institutional collaboration and allows for the creation of alliances between educational institutions and schools at the local and global level.
They are a key part of the sustainability of the project.