Innovative Teaching in Mexico

• In Event: Innovative Teaching and Learning Research: Global and National Results

Abstract

This paper presents the perspective of Mexican research partners about ITL Research.
The methods and data samples on which this paper is based are as follows:
Method Sample in Mexico
Surveys of teachers and school leaders 700 teachers and 23 school leaders in three states: Chiapas, Querétaro and San Luis Potosí.
Analysis of Learning Activities and Student Work (LASW) 144 learning activities and 432 pieces of student work provided by 24 teachers
Interviews with teachers and school leaders 12 teachers and three school leaders
Classroom Observations 12 observations
Student Focus Groups 20 students from 3 schools

Technology is seen in Mexico as a key element to promote changes in teaching and learning. In the last decade, the Federal and state governments have spent billions of dollars to ensure the availability of ICT in schools and classrooms. However, we don’t have enough elements to measure the impact of these efforts in actual teaching and learning at a national level.
Our study provides elements to measure effects of such policies at the micro level. We asked authorities in three states to choose some of the most innovative schools they have. Surveys, interviews and classroom visits suggest that there is no clarity about what is the proper use of ICT in schools. Computers are often seen as a means to do same things in a different way. The concepts of knowledge building, relevance, accurate communication, collaboration and self-regulation remain absent. Schools are often considered innovative if they perform well in standardized tests, have ICT available, or have some prestige, even if teaching is largely traditional.
However, we found some innovative teachers and also school leaders that create environments where innovation might take place. As we interviewed and observed teachers, we found that even for them it is quite hard to identify if their practice is innovative and to determine which of their learning activities are truly offering their students the best opportunities to develop 21th century skills. The methods of ITL Research—in particular, the analysis of learning activities and student work, a process which engages teachers in collaborative reflection on their own practice—are helping to bridge this gap.
Perhaps the most valuable contribution of the project is the development of proven and reliable methods to identify and measure innovation in educational practices. We find this method:
1. Practical, as it is based on what teachers do and ask students to do
2. Accurate, based on an intuitive codification method
3. Simple, intuitive, quick to learn and easy to communicate
4. Academically Supported
5. Inexpensive, as it can be applied without large investments
6. Versatile, as it is useful for diagnosis, professional development and design of teaching and learning materials
7. Adaptable, as it can be the base for the design of training and teaching materials, and is appropriate for other educational levels

Authors

• Bernardo Naranjo, Proyecto Educativo SC

• Lucia Remes, Proyecto Educativo