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Extensive and profound political, economic, social and technological changes have taken place over the last forty years, mediated by neoconservative movements and the apparently unstoppable development of digital technology. At the same time, however, fundamental issues such as asymmetric power relations, inequality, poverty and exclusion have not only remained unchanged but are becoming more pronounced, producing, in some respects, movements and trends of reactionary change. From this perspective, in this article we begin by discussing the meaning of changes in the university field, based on contributions from different authors interested in the subject. We continue to analyze the problem considering the effects of the transformations produced by digital technologies on the lives and professional experience of university teachers and researchers. The evidence provided by this research project allows us to situate the impact of the unprecedented proliferation of information and the use of digital resources on the notion of knowledge and on teaching and learning methods, as well as to envisage the challenges to face by university. The text concludes considering some of the current university challenges and perspectives, based on various international studies and proposals. Our conclusions invite the reader to necessarily question the sense and the role of digital technology, not only in the seemingly inevitable transformation of university, but also in that of society.

La finalitat d’aquest article és argumentar la importància de la recerca en un àmbit tan fonamental per a les persones i la societat com el de l’educació. Comença plantejant que és pràcticament impossible pensar en el desenvolupament dels coneixements socials, culturals polítics, ètics, científics, tecnològics, econòmics i artístics que configuren les civilitzacions, sense sistemes més o menys elaborats que garanteixen, per una banda, la preservació i la transmissió del coneixement disponible i, per l’altra, que tots i cadascun dels individus trobin el seu lloc per convertir-se en coneixedors. Aquesta darrera necessitat es fa cada dia més urgent en un món en què la imparable proliferació de les tecnologies digitals augmenta tant el volum d’informació com la dificultat de trobar sentit a les informacions rebudes. Continua amb una breu síntesi de la història de la recerca educativa al nostre context i la manca constant de recursos per a aquesta activitat essencial. Tot seguit, presenta algunes recerques que ens han ajudat a afrontar la complexitat dels fenòmens educatius. Finalment, se subratlla la dificultat de garantir que el coneixement generat per la recerca educativa sigui tingut en compte pels responsables de les polítiques educatives, el professorat (incloent-hi els mateixos formadors de docents) per tal de millorar la pràctica educativa. Paraules clau: Recerca, educació, tecnologies de la informació, política educativa, docents, pràctica.

In recent years, a large number of educational systems, following the recommendations of international organisations, have introduced a competence-based emphasis into their traditionally subject-based curriculum. This move, beyond what any document can deal with, does not seem to find its way into everyday school practice easily or with instant results. This paper explores encounters and clashes between policy and practice regarding a competence-based curriculum framework. We refer firstly to the notions about information processing and digital competence held by international organisations and the Spanish and Catalan Ministry of Education, and the implications of said notions for teaching. Then, from evidence collected through class observations, interviews with students and teachers, and documents analysis in a case study, we draw on four teaching and learning scenarios where ICT is regularly used. Promoting students’ digital competence is one of the key competences prescribed in the curriculum; however, our study showed that the backgrounds and educational views of teachers, as well as the teaching culture and organisation of schools, should be deeply challenged to foster this competence.

En este artículo compartimos un conjunto de reflexiones y acciones que han jalo- nado nuestra trayectoria académica. Un recorrido entrecruzado que, durante más de tres décadas, nos ha permitido asistir, contribuir y analizar de forma crítica los cambios que han tenido lugar en el ám- bito de la Educación, en general, y el de la Tecnología Educativa (TE), en particular. Desde este panorama de partida, estable- cemos un diálogo con las aportaciones de Juan Manuel Escudero en torno a dos temáticas: La Tecnología Educativa más allá de las herramientas y Las Tecnologías Educativas y la formación del profesorado. El texto acaba con una reflexión prospec- tiva sobre el futuro-presente de la TE vin- culado a las ambivalencias, los retos, y los sentidos de la educación.

This article is based on the research project APREN-DO aimed at exploring how secondary school teachers learn. Using an inclusive research approach and visual and narrative methods, we conducted the study with teachers rather than focusing on teachers. Twenty-eight secondary school teachers in the province of Barcelona (Spain) created their learning cartographies, showing what, how, where, with whom, and with what they learn. They then narrated their cartographies and discussed the notions of learning and educational practice in the 21st century. This paper summarizes the results and conclusions about teachers’ learning environments, specificities and considerations regarding their learning, and their thoughts about educational practices. Finally, we present and discuss teachers’ reflections and proposals for redesigning educational practice taking into account the need to contemplate the different literacies and competences that exist in today’s society, encouraging student participation based on their interests and particularities, providing a space for affections and emotions, and prioritizing the personalization of students’ learning and the skill of learning to learn.

This manuscript builds on research about how university students felt affected by the Covid19 pandemic and, especially, by the irruption of non-face-to-face classes and mixed teaching methods in this context. How have young people experienced this situation? How has it affected their wellbeing and the learning strategies should develop have had to incorporate into their virtual relationships? their virtual relationships? How have they related and relate to virtual tools for a task that they have always experienced face-to-face? To answer these questions, the TRAY-AP project that investigates how university students learn collected 89 scenes that show the effects of the Covid 19 on their lives and the university. We grouped these scenes into seven key concepts to detect how students were emotionally affected, especially by moving from face-to-face to virtual learning. From this analysis, although primarily negative, the emotional effects have also allowed them to generate positive strategies for readaptation and collaboration with other colleagues. All of which opens the way to rethink the predominant pedagogical and knowledge relations in the university.

[full article in English] This article builds on the results of a research project into the professional experience of seven academic women in universities and research centers in Catalonia, Spain. The aim of the Project was to explore the personal and professional experience of three generations of women in the process constituting their identity as university teachers, researchers and managers. The writing of their professional life histories has enabled us to investigate how they, as women, have become the types of higher education teachers, researchers and managers that they were becoming, and we wished to delve into the relationship between their personal experiences and the development of their professional careers. In this process, we have revealed the strategies of adaptation, resistance and creation developed by women, the forms of symbolic violence that they experience and the changes through which their careers have passed within the context of an institution that is still continuously revealed by different studies to be deeply discriminating and unequal for women.

Straipsnyje aptariama, kaip siekis rasti prasmingesnių dėstymo ir mokymosi būdų aukštajame moksle paskatino atsižvelgti į šiuolaikines žinių ir mokymosi sampratas, susijusias su jaunimo vertybėmis, pvz., DIY kultūra (Spencer, 2005). Vykdant Europos projektą „DIYLab – Do It Yourself in Education: Expanding Digital Competence to Foster Student Agency and Collaborative Learning” („Pasidaryk pats edukacijoje: skaitmeninių kompetencijų plėtojimas skatinant studentų agentiškumą ir mokymąsi bendradarbiaujant“; http://diylab.eu tirta, kas nutinka, kai insaiderių grupė analizuoja savo pačių akademinę kultūrą, ir kaip tai susiję su etnografinio tyrimo ribomis ir galimybėmis edukologijoje. Remdamiesi Viveiros de Castro (2010), nagrinėjome savo universitetinės kultūros susikaustymą (sąstingį) ir lankstumą, kurie pasireiškė, stengiantis įdiegti už institucijos ribų atsiradusią ir išsivysčiusią mokymosi bei dalijimosi kultūrą. Precedento neturinti skaitmeninių technologijų plėtra skatina gilius socialinius, kultūrinius ir ekonominius pokyčius bei apima visas gyvenimo ir visuomenės sritis. Šiandien turėtų būti klausiama ne apie skaitmeninių technologijų naudojimo tikslingumą, bet labiau apie tai, kaip, kur ir kokiais edukaciniais tikslais jos turėtų būti naudojamos. Tačiau, kaip matyti iš pastarųjų edukacinių pokyčių tyrimų (Hargreaves, Shirley, 2009; Sancho, Alonso, 2012), reikšmingų permainų galima pasiekti tik įtraukiant mokytojus ir mokinius į sprendimų priėmimo procesus bei įtvirtinant naujas praktikas perspektyviausiais institucinės kultūros aspektais ir siejant su mokytojų profesinėmis žiniomis. Turėdami mintyje šį kontekstą, į Europos projektą „DIYlab“ įtraukėme: (a) pagrindinių DIY kultūros elementų nagrinėjimą ir (b) etnografinės pakraipos (Tacchi, Slater ir Hearn, 2003) dalyvaujančiojo veiklos tyrimo (Reason, Bradbury, 2001) atlikimą. Šiame straipsnyje pristatoma, kaip šis projektas įgyvendinamas Barselonos universitete, nagrinėjamas mūsų akademinės kultūros susikaustymas (sąstingis) ir lankstumas. Išanalizuoti duomenys rodo institucinių laikų ir erdvių nelankstumą, žinių sampratos fragmentiškumą, taip pat institucinius „plyšius“, per kuriuos skverbiasi atsinaujinanti, reikli mokymo ir mokymosi kultūra.

The gap between the compulsory secondary school, students’ daily experiences and interests and social demands seems to have significantly increased. Nowadays disaffection and disengagement with school, low-attainment and early school leaving are found not only in disadvantaged students but also practically among all social groups across countries. The traditional conception of learning prevailing in most schools does not seem able to meet the educational needs both of young people and society. Living and learning in a digital and globalized world implies considerable challenges for schooling, and these are reviewed in this paper. We build on the outcomes of an ethnographic case about young people learning inside and outside school using different media. First, we discuss the challenges posed by contemporary compulsory secondary education while also establishing the scope of our research. Then we explore the transitions of students between inside and outside school and the characteristics of a learning process in which switching constantly between online and offline environments is a given. Finally, we make suggestions, which can be taken into account by schools seeking to offer students more meaningful and authentic learning experiences.