{"id":2506,"date":"2025-05-24T12:51:04","date_gmt":"2025-05-24T10:51:04","guid":{"rendered":"https:\/\/www.mireiaportero.com\/noticies\/del-analogic-al-digital-i-tornada-integrar-tecnologia-sense-perdre-allo-essencial\/"},"modified":"2025-09-08T15:19:01","modified_gmt":"2025-09-08T13:19:01","slug":"del-analogic-al-digital-i-tornada-integrar-tecnologia-sense-perdre-allo-essencial","status":"publish","type":"post","link":"https:\/\/www.mireiaportero.com\/ca\/tecnologia-competencia-digital-i-ia\/del-analogic-al-digital-i-tornada-integrar-tecnologia-sense-perdre-allo-essencial\/","title":{"rendered":"Del anal\u00f2gic al digital (i tornada): integrar tecnologia sense perdre all\u00f2 essencial"},"content":{"rendered":"\n<h3 class=\"wp-block-heading\"><strong>No tot \u00e9s possible en una app<\/strong><\/h3>\n\n<p>Una de les primeres lli\u00e7ons que vaig aprendre \u00e9s que no tot all\u00f2 essencial es pot digitalitzar. Hi ha aprenentatges que passen pel cos, per l&#8217;error, pel joc sense pantalles. A les meves classes d&#8217;Educaci\u00f3 F\u00edsica, per exemple, veig com el moviment activa la ment, regula emocions i millora la conviv\u00e8ncia. Cap eina digital no pot substituir aix\u00f2. Per\u00f2 s\u00ed que ho pot enriquir.    <\/p>\n\n<p>Per exemple, hem utilitzat eines de realitat augmentada per crear recorreguts d&#8217;orientaci\u00f3, apps d&#8217;avaluaci\u00f3 formativa per donar feedback despr\u00e9s de jocs cooperatius, o fins i tot robots petits per treballar lateralitat, espai i l\u00f2gica mentre ens movem. All\u00f2 digital es converteix aix\u00ed en un <em>plus<\/em> , no al centre. <\/p>\n\n<h3 class=\"wp-block-heading\"><strong>Del codi a la vida<\/strong><\/h3>\n\n<p>Quan ensenyo rob\u00f2tica o programaci\u00f3, el meu objectiu no \u00e9s que els nens i nenes memoritzin ordres. El que busco \u00e9s que aprenguin a pensar, crear, resoldre problemes junts. Que entenguin que programar \u00e9s una altra manera d&#8217;expressar-se. Hem dissenyat jocs cooperatius amb Scratch, hem constru\u00eft reptes amb plaques Makey Makey que activen sons en tocar objectes quotidians i hem reflexionat sobre l&#8217;\u00fas \u00e8tic de la tecnologia.   <\/p>\n\n<p>L&#8217;important no \u00e9s nom\u00e9s el contingut digital, sin\u00f3 el <em>perqu\u00e8<\/em> . Quan la tecnologia \u00e9s al servei de la creativitat, del pensament cr\u00edtic o de l&#8217;enlla\u00e7 amb l&#8217;entorn, t\u00e9 sentit. <\/p>\n\n<h3 class=\"wp-block-heading\"><strong>Equilibri i sentit com\u00fa<\/strong><\/h3>\n\n<p>De vegades sembla que cal triar entre ser \u201cdocent tech\u201d o \u201cdocent de tota la vida\u201d. Jo crec que \u00e9s una falsa dicotomia. El que \u00e9s veritablement innovador \u00e9s saber integrar el que \u00e9s nou sense renunciar al que funciona. Saber quan conv\u00e9 apagar pantalles i sortir al pati a observar n\u00favols per inspirar-nos. I quan una fuita room digital pot despertar l&#8217;espurna en un grup.    <\/p>\n\n<p>L\u00b4equilibri no s\u00b4ensenya, es practica. I s&#8217;hi adapta. No hi ha una f\u00f3rmula m\u00e0gica, per\u00f2 s\u00ed una br\u00faixola: el nostre alumnat. Si all\u00f2 que fem millora el seu aprenentatge, si ho motiva, si ho connecta amb el m\u00f3n real i amb si mateix, aleshores t\u00e9 sentit.   <\/p>\n\n<h3 class=\"wp-block-heading\"><strong>I si tornem\u2026 per avan\u00e7ar?<\/strong><\/h3>\n\n<p>De vegades, per continuar innovant, cal tornar al que \u00e9s b\u00e0sic: escoltar, observar, preguntar. All\u00f2 anal\u00f2gic no est\u00e0 renyit amb all\u00f2 digital. De fet, moltes de les meves millors experi\u00e8ncies neixen just a la intersecci\u00f3 entre tots dos mons. Com quan barregem una din\u00e0mica de rol en Educaci\u00f3 F\u00edsica amb una narrativa creada per IA. O quan creem podcasts en grup sobre h\u00e0bits saludables despr\u00e9s d&#8217;una situaci\u00f3 d&#8217;aprenentatge d&#8217;EF.    <\/p>\n\n<p>Perqu\u00e8 al final, l&#8217;essencial no \u00e9s ni al bot\u00f3 m\u00e9s modern ni a la metodologia de moda. \u00c9s a la relaci\u00f3. Com mirem, com cuidem, com acompanyem. I aix\u00f2 \u2014per sort\u2014 continua sent profundament hum\u00e0.   <\/p>\n\n<p>Altres articles acad\u00e8mics estan recollits a <a href=\"https:\/\/scholar.google.com\/citations?user=NIHKtVQAAAAJ\">Google Scholar<\/a> .<\/p>\n","protected":false},"excerpt":{"rendered":"<p>En aquests darrers anys hem viscut una aut\u00e8ntica revoluci\u00f3 digital a l&#8217;educaci\u00f3. Plataformes, apps, intel\u00b7lig\u00e8ncia artificial, entorns virtuals\u2026 eines que han obert un m\u00f3n de possibilitats, s\u00ed, per\u00f2 que tamb\u00e9 han generat certa saturaci\u00f3, confusi\u00f3 o fins i tot por. Mentrestant aven\u00e7 tecnol\u00f2gic, molts docents ens preguntem: com integrem all\u00f2 digital sense perdre&#8217;ns pel cam\u00ed?<br \/>\nCom a mestra de prim\u00e0ria, formadora i tamb\u00e9 professor d&#8217;Educaci\u00f3 F\u00edsica i rob\u00f2tica, visc aquesta tensi\u00f3 cada dia. Estimo la innovaci\u00f3, per\u00f2 tamb\u00e9 necessito sentir que el que faig connecta amb la realitat del meu alumnat. Que m\u00e9s enll\u00e0 del codi, el moviment o la pantalla, hi ha persones. Amb els seus ritmes, emocions i necessitats.   <\/p>\n","protected":false},"author":2,"featured_media":2507,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[56],"tags":[],"class_list":["post-2506","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-tecnologia-competencia-digital-i-ia"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>\u25b7Del anal\u00f2gic al digital (i tornada): integrar tecnologia sense perdre all\u00f2 essencial - \u3010 Mireia Portero \u3011<\/title>\n<meta name=\"description\" content=\"En aquests darrers anys hem viscut una aut\u00e8ntica revoluci\u00f3 digital a l&#039;educaci\u00f3. 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