La intel·ligència ha d’estar en l’usuari

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El passat 29 de maig, dins del projecte de Literacitat Crítica, Judith Kalman va fer un seminari amb el títol “Nuevas tecnologías y la clase de español”. Aquest seminari formava part d’un conjunt d’activitats que va desenvolupar a la Universitat Pompeu Fabra del 23 al 29 de maig, però només vaig poder assistir a aquesta, que va ser la darrera.

Juditk Kalman és una investigadora que treballa sobre Alfabetització i Llenguatge al Departamento de Investigaciones del CINVESTAV-IPN, de Mèxic. En aquest seminari va exposar la seva línia d’investigació per desenvolupar i portar a la pràctica les noves tecnologies aplicades a l’ensenyament de la llengua. La seva investigació parteix d’una experiència que funciona a Mèxic des dels anys 70: Telesecundaria. Aquest programa té com a objectiu portar l’educació secundària mitjançant la televisió i uns materials complementaris a tots els racons del país. Kalman participa en l’actualitat en l’adaptació d’aquest programa a les noves tecnologies.

Segons Kalman, la sola presència de l’ordinador a l’aula no pressuposa un canvi d’orientació didàctica. Una de les anècdotes que va comentar, va ser que durant la seva investigació sobre els usos dels ordinadors a l’aula, va entrevistar una professora que feia buscar una determinada informació a Internet i que després feia copiar a mà als seus alumnes la informació trobada. També ens va mostrar algunes aplicacions didàctiques que ella anomenava “exercicis vistosos”. És a dir, exercicis amb un disseny espectacular, però en què la participació de l’alumne es reduïa a anar pitjant tecles, més o menys a l’atzar, per aconseguir un resultat satisfactori. En aquest sentit, Kalman va fer una diferenciació entre activitats i exercicis. Les activitats que es plantegen amb l’ordinador han d’estar centrades en l’alumne i obviar aquelles pràctiques que exerciten els aspectes més mecànics (exercicis), que es poden fer amb paper, a la manera tradicional. Per això el seu parer és que no cal malbaratar recursos per fer aplicacions informàtiques, perquè els alumnes acabin fent exercicis que es poden fer amb paper, a la manera tradicional.

Així doncs, la seva tesi és que l’ordinador es converteixi en una eina mental, en la línia del que ja fa temps proposa David Jonassen. L’ordinador ha de ser l’eina que permeti representar i organitzar el coneixement de l’aprenent. Per això, la intel·ligència ha d’estar en l’usuari.

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