INTRODUCTION TO THE NEW TECHNOLOGIES
Technology such as area of activity of human beings, seeks to solve
individual and collective problems and needs by
technical construction systems, and used for this purpose resources
society in which it is immersed.
There is no doubt that the acceleration has occurred in developing
technology in the twentieth century. This process determines the need
training in this field, to put in the hands of the citizen
resources to be an active agent in this process, either
as a consumer or producer innovations agent. so
It has been understood in recent decades an increasing number of countries
to incorporate this knowledge into the curriculum of compulsory education.
Here, contents are incorporated relative to the New
Technologies, given the increasing presence of these in the
society through the following topics: Technology
Information, Communication Technologies, Control and Robotics and
Electricity and Electronics, which constitute about
half of the total curriculum area.
Technology area should contribute significantly to the
acquisition and development of some of the most important capabilities
that are targets of compulsory secondary education, relative,
especially with:
- Cognitive capabilities.
- Capabilities that contribute to manual dexterity.
- Capabilities personal balance and interpersonal relationship.
- Capabilities integration into working life, and through
an innovative attitude, allow both understanding the
objects such as intervention on them when it comes to
seek solutions to existing problems.
Also calls for the use of new technologies
Information as tools to explore, analyze, exchange
and present information. Therefore we can understand that the area
Technology is built around a binomial knowledge-action,
where both must have a specific gravity equivalent. continuous
material handling without the necessary expertise
We can lead to mere activism and, just as a
teaching-learning process purely academic, lacking
experimental manipulation and construction, can lead to a
technological useless encyclopedic.
From these assumptions, the need arises activity
methodology that relies on three principles:
1 is essential to the acquisition of skills
and scientists necessary for the understanding and development
technological activity
2 This knowledge acquired instead if applied to the analysis
existing technological objects and their possible manipulation
and transformation, without forgetting that this analysis should be
framing transcending the object itself and integrating it into the
social and cultural context of the time in which it occurs.
3 possibility of emulating troubleshooting processes
becomes kick of this learning and acquires its dimension
Full supported in the two previous activities.
Also, when this activity is done in the form of work
equipment, the qualities necessary for the future will be developed
professional work within a group. In the same vein
intended that students become aware of the need to
respect the rules of safety and hygiene contributing actively
a safe and enjoyable environments work.
The driver of the Technology curriculum area in ESO thread are
hinges on the development of scientific and engineering principles
necessary for methodological action described above is
say, giving argument supports the corresponding actions
analysis and projection. The sequence was determined by the
internal logic, the degree of maturity of the students and the interrelationship
concepts. Ten conceptual areas are defined, to be
simultaneously developing along the stage.
1 Technology and Society.
2 Materials for technical use.
3 Techniques of expression and graphic communication.
4 Energy and its transformation.
5 Structures and mechanisms.
6 Electricity and electronics.
7 Information Technology.
8 Internet and virtual communities.
9 Communication technologies.
10 Control and Robotics.
The selection of content must be twofold; for
hand, those that define a way of thinking, structuring information
and to seek solutions and, in particular, solutions that
Technology can make to the advancement of the Company. In search
of these solutions, students should use the entire body of knowledge
and skills acquired in other subjects, in addition to
Technology specific area. On the other hand, the rapid evolution
on technological solutions and the need to know them, understand them
and to use, requires flexible selection, so
that fit the context, the student, available resources and
own technology solutions every time. the latter
aspect becomes even more apparent in the conceptual areas related
with New Technologies (Electricity and Electronics,
Information Technology, Internet, Communications Technology,
Control and Robotics).