EDUCATION technocrats (educational technology) Educational technology is not born with the use of computers in the classroom.

A nostalgic look with the use of blackboard and chalk allows us to rediscover the importance of the teaching task and the belief that there is no recourse, howev er efficient it is, to replace the look, the voice and dreams of teachers. I alw ays saw my black background. Someone suggested that if I painted green, the view of the students would be more rested. Maybe. The chalk me up as long toured as the height of teachers permitted. In many calculations parsing combined and writ ten in my rough skin is just the white powder that dropped the draft in each tim e shift. The teacher who dared to draw a landscape, with all the details and col or chalks it had, always lit the eyes of the younger ones. Equations, alphabets and spelling rules. Poems, prayers unimembres and tables. Table 7, geographic re gions and problems of simple rule of thumb. Every hour a different tattoo on my skin rough. Date and dates. Number of exercises and "Today is a cloudy day" with the dull side of a sun almost hidden by a big cloud. Always ready and in silenc e. Who else that I knew the intimacy of each class? Students preferred and denig rated. Weird questions. Almost heroic gestures in the teaching exercise. But I a lso saw many students humiliated and crying in a hidden corner of the classroom. Laughter. Promises of a school year intense and leveraged. Objectives fully ach ieved. Other years saw the same exercises of the previous year the same folder c opied from teaching with the same face of boredom. Young girls tested their lyri cs as a teacher with a trembling hand and animated at once. They sought the call igraphy that only gave them my extensive surface. "Why do all teachers have the same point on blackboards," he asked once a pony of fringe rebel without achievi ng a convincing answer to his teacher. I also had it. Should I say that my name comes from a family of related lineage geology? Is the geology? Yes, sir. Some s ay the board comes from the Latin word fissus: split open and others comment tha t comes from Basque (pizarri). They attribute the first etymology to the fact th at the tiles are commonly found in disturbed soils where they form alternating l ayers in general, with beds of sandstone. Often contain large amounts of fossil organic remains. Resistant to crushing, to the weather, the fire of acid fumes, the sea air. At the end of the last century Hispanic American Encyclopedic Dicti onary of Literature, Arts and Sciences, published in Barcelona in 1894, said tha t the board, a several other meanings was a "piece of this kind of dark rock something polished and usually rectangular wooden frame, which is written or drawn with chalk or w hite pencil." The pencil, on the other hand, was a stick of slate pencil or was used for writing or drawing on stone slates. His cousin, chalk, my steadfast par tner, was already in the last century synonymous with writing and teaching: in t he academies and schools was given the role of "pen", ie, the writing element ov er larger areas that of the student sheet. Also used to be called "Clarion." The conditions demanded of the chalk or chalk, which at that time were produced wit h any quasi-craft, were "to be deleted easily and although it has sufficient con sistency to be able to write with it, pointing it without effort and without scr atching the blackboard ... " (Will they pass many of today chalks these quality tests?) To achieve these properties must be "free of gravel and caliche." Prepar ed powder with white clay, mixed with other minerals that could not miss the cas t. Once prepared and could be mixed with water to form a thick mud that were mad e with the bars. Mine is less erudite and less geologically. I called blackboard , usually in the Antilles, Argentina, Uruguay and Venezuela. I say also "waxed" and I'm often a wax box (believe it or not, in some parts of rubber or canvas I painted black) and, most of the time, I am of painted wood. Earlier this century , many classrooms were surrounded by my brothers. That is, not only occupied the place of privilege in front of the class, but we occupied the side walls of the classroom. Why so many boards? The new times demanded a lot of work for boys an d increased activity of the student. For that I was a fundamental tool€and keep the m engaged in accounting practices and dictates many students at once, it was a v ery common practice, since the sides of the classroom could be placed many child ren to practice dictates, multiplication or division by three figures. Whatever

... And here I come, I still enjoy good health. What technology can I move? I th ink not. There are, for of example, my nephews electronics. A Formica my cousins , so that the rest a bit and chalk to work the markers. There go hanging around others who can take hard copy of what has been written about them. Digital Chalk "? Tarpaulins "glass? Who knows. Around here we go. We are not important becaus e ... eye ... what is replaceable who writes about us. Here students can not mis s. Y.. for more than a technologist wants to replace them, can not miss the teac hers. Of these, 0 for them and for them it is all our work. We are silent witnes ses of what they do. We have no words or ideas. We are not the center of their u niverse. They are. For more chips and liquid crystal displays that we install. T he most important thing will remain the color of your dreams 2 any of us. And those dreams shine on a blackboard while shelling as a monitor of last generation. There will be digital heart to replace him. DEFINITION OF EDUC ATIONAL TECHNOLOGY The set of means, methods, tools, techniques and processes un der scientific guidance, with a systematic approach to organize, understand and manage the many variables of any condition of the process with the aim of increa sing the efficiency and effectiveness the latter in a broad sense, aimed at educ ational quality. (JOHN). It is the pedagogical use of all instruments and equipm ent generated by the technology as a means of communication, which can be used i n pedagogical processes in order to facilitate the teaching-learning process. To day we might say that also include high information technology. (Salvador Neighb or) EDUCATIONAL TECHNOLOGY An Alternative? Traditionally in our country, has app roved technical education in technology education. For the sake of clarity, the technology makes the world of the generation of knowledge that come together in solving problems and is manifested in artifacts, processes or systems that lavis h a man a better life, the technique is part of that knowledge and is evident in the processes of production of ways of doing so. Engineering education focuses on developing knowledge, skills and abilities related to the processes, tools, m achinery and equipment, to this end, they work on exercises which provide the th ematic pre addressed. The technology education, including basic education and up per secondary school by the new education law, has gone from being, in some case s, an area of academic filler "and in others a" hook "to attract advertising, it generic has been the choice of a technical discipline (engineering drawing, ele ctricity, typing, mechanical, computer, etc.). instructionally worked without th e broad perspective of education in their own technology. In Mexico there is an alternative proposal that affects curriculum to improve education using technolo gy that is recognition and use of the product of technological artifacts, as ele ments on which it is possible the acquisition of technical language and the stud y and analysis of conceptual reconstruction artifacts to the appropriate technol ogical developments such as knowledge. This generates an array pedagogical - met hodological towards the creation of spaces for reflection on the particular conc ept to build, compared to its relations with time and state of technological dev elopment already achieved, three and compared with levels of cognitive development in the sights of developing a creative attitude towards the phenomenon of technology. The task, then, in shapi ng particular academic areas on which the students construct the concepts of tec hnology and able to reach its creative approach to the problem of technological development. In Mexico is creating a learning environment for the implementation of educational technology and an important social function of education has bee n, since the inception of the school in modern terms, to prepare the younger gen erations of high school for future productive participation in the society in wh ich they were born. The education system is a relatively recent development in t he history of mankind,€as a component of society generated by the industrial mode o f production since the eighteenth century. The central feature of the industry, which distinguishes it from other modes of production, greater division of labor , which ultimately resulted in the emergence of a new series of specialized soci

al institutions. Thus, incrementally society became more complex as students bec ome part of a "social function of production." This cut dimension of educating f or employment can not only help strengthen the capacity of a nation to develop i ts potential assimilation and generation of science and technology. In particula r, educational technology knowledge today has acquired a sophistication that dem ands, as mentioned above, a high school student much more developed intellectual ly. The student must have the capacity to identify, access and manage informatio n sources, these sources can vary from conventional libraries, magazines and new spapers, to email, telematic networks and searches of computerized databases. Th e emphasis on the sources of information rather than a specific quantum informat ion, as is customary in the current educational models, is justified by the ofte n-mentioned "information explosion" and the rapid pace of development of many di sciplines. There are two major implications arising from this fact: First, educa tion must emphasize that body of knowledge with the lowest rate of obsolescence, consisting of the fundamental principles of science and technology. Second, it is more important to develop in students the capacity to manage information reso urces, including of course the understanding of fundamentals of discipline speci fic area, rather than make them memorize a lot of data. I believe that education al technology is appropriate for the student who is attending the high school le vel because it is developing both technical skills include manual skills such as communication skills oral and written. Much has been said about the relationshi p between hand and brain, so that does not seem necessary to stress the importan ce of developing 4 manual skills started at an early age. Moreover, the practical nature of technol ogical knowledge already mentioned, makes it essential that the student develops the ability to use tools and machines, as is traditional in technical education . The key distinction here is that the emphasis should not be located in the tra ining of a highly skilled operator, as occurs at present, but an appreciation of how the working instruments enhances the capabilities of students to transform the environments in which they live . 5