Design of materials and technology. Routes to innovation

Abstract

Our particular educational path sheet of certainties and uncertainties of trial and error in the use of ICT and design materials. We are convinced that education with global and incardinated in today’s culture need of ideas , motifs, projects and career paths that lead for some time placing value your expertise in the everyday sense. From the approach to the work of M. Foucault and the analysis thereof, enables us to analyze ourselves educationally tools. Similarly, it has allowed systematize as teachers: how we think , how we act and how we feel (Foucault , 1973, 1975, 1979). Our teaching action continues to be a succession of routine practices that Foucault means a subtle process of standardization, production of individuals (teachers, in our case) standards compliant , docile and perhaps in the process of domestication. However, the continued rethinking and reflection on practice routine will make us rediscover essential aspects of them , for obvious need of a new way of seeing , perhaps a ‘ socio- cultural glasses’ as noted elsewhere ( Rodríguez Torres, 2009) , we mean changing the way we play , read , relate to a world of constant change. We are suggesting that the use of ICT in education transcends the instructional approaches and focus our teaching efforts toward more comprehensive approaches around the possible relationships between the processes of social change and their particular concretions in the curriculum (Area 2001 , Rayon 1998, 2000 ) . This line of work we have been doing has to do with the joint review of teachers , their pedagogical knowledge , taking as reference the “knowing” and “doing” in their daily task ( Cohran - Smith and Lytle, 2002) , we mean our goal is to move to a new stage in the use of ICT to enable us to improve the processes and rediscover its role with regard to global and transversal ( R Rayon and Torres, 2006).