{"id":14673,"date":"2022-05-16T10:56:08","date_gmt":"2022-05-16T08:56:08","guid":{"rendered":"https:\/\/icebergng.udg.edu\/?p=14673"},"modified":"2022-11-22T09:58:43","modified_gmt":"2022-11-22T08:58:43","slug":"model-rat","status":"publish","type":"post","link":"https:\/\/iceberg.udg.edu\/?p=14673","title":{"rendered":"Model RAT"},"content":{"rendered":"\n<p>En el darrer butllet\u00ed us vam parlar del <a rel=\"noreferrer noopener\" href=\"https:\/\/iceberg.udg.edu\/?p=14564\" target=\"_blank\">model SAMR<\/a> de Ruben Puentedura, un <em>framework<\/em> que ajuda a valorar l&#8217;impacte de l&#8217;\u00fas de les tecnologies en doc\u00e8ncia. Seguint amb aquest mateix enfocament, en aquesta entrada us parlarem d&#8217;un altre model: el <strong>model RAT<\/strong>.<\/p>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\">\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/iceberg.udg.edu\/wp-content\/uploads\/2022\/05\/joan_hughes_1881.png\" alt=\"\" class=\"wp-image-14699\" width=\"256\" height=\"320\" srcset=\"https:\/\/iceberg.udg.edu\/wp-content\/uploads\/2022\/05\/joan_hughes_1881.png 600w, https:\/\/iceberg.udg.edu\/wp-content\/uploads\/2022\/05\/joan_hughes_1881-240x300.png 240w\" sizes=\"auto, (max-width: 256px) 100vw, 256px\" \/><figcaption>Dra. Joan Hughes<\/figcaption><\/figure><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\">\n<p>Aquest model va ser desenvolupat per la Dra. Joan Hughes en col\u00b7laboraci\u00f3 amb la Dra. Ruth Thomas i la Dra. Cassie Scharber. Joan Hughes t\u00e9 una \u00e0mplia experi\u00e8ncia docent i investigadora en el camp de tecnologia educativa. La seva investigaci\u00f3 i ensenyament se centra en l&#8217;aprenentatge del professorat i en la integraci\u00f3 tecnol\u00f2gica en entorns docents, sobretot a les primeres etapes educatives. <\/p>\n\n\n\n<p>Ha estudiat de quina manera el professorat i l&#8217;estudiantat utilitzen les tecnologies dins i fora de l&#8217;aula per a l&#8217;aprenentatge dels continguts i com les institucions educatives donen suport a la integraci\u00f3 de la tecnologia a l&#8217;aula. Tamb\u00e9 explora la formaci\u00f3 de nou professorat (en programes de certificaci\u00f3 universitaris) per determinar de quina manera es preparen per utilitzar les tecnologies en el seu futur.  <\/p>\n<\/div>\n<\/div>\n\n\n\n<p>RAT correspon a un acr\u00f2nim: <em>replacement<\/em>, <em>amplification<\/em>, <em>transformation<\/em>. Cadascun d&#8217;aquests nivells correspon a una de les maneres com es poden utilitzar les tecnologies en entorns d&#8217;aprenentatge:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Tecnologia com a <strong>reempla\u00e7ament<\/strong>: la tecnologia s&#8217;utilitza per substituir i, en cap cas, per canviar les pr\u00e0ctiques educatives establertes, els processos d&#8217;aprenentatge dels estudiants o els objectius de contingut. La tecnologia nom\u00e9s serveix com un mitj\u00e0 (digital) diferent per al mateix objectiu educatiu. Normalment, tot el que canvia \u00e9s el mitj\u00e0 a trav\u00e9s del qual es compleix un prop\u00f2sit ben establert.<\/li><li>La tecnologia com a <strong>amplificaci\u00f3<\/strong>: la tecnologia augmenta l&#8217;efici\u00e8ncia, l&#8217;efic\u00e0cia i la productivitat de les pr\u00e0ctiques educatives, els processos d&#8217;aprenentatge dels estudiants o els objectius de contingut. Les tasques es mantenen fonamentalment iguals mentre que la tecnologia amplia les nostres capacitats d&#8217;efic\u00e0cia o racionalitzaci\u00f3. <\/li><li>La tecnologia com a <strong>transformaci\u00f3<\/strong>: la tecnologia reinventa aspectes de la instrucci\u00f3, l&#8217;aprenentatge o el curr\u00edculum de maneres noves i originals. Per exemple, podrien sorgir noves formes cognitives, implicar-hi gent nova o tenir acc\u00e9s a nous continguts.<\/li><\/ul>\n\n\n\n<p>Aquest model \u00e9s contemporani amb el model SAMR de Ruben Puentedura i va publicar-se l&#8217;any 2006 (tot i que anteriorment que s&#8217;havia comen\u00e7at a desenvolupar.<\/p>\n\n\n\n<p>Si comparem els dos models, podem apreciar que s\u00f3n molt similars. De fet, es pot arribar a la conclusi\u00f3 que l&#8217;<strong>amplificaci\u00f3<\/strong> del model RAT correspon als nivells d&#8217;<strong>aument<\/strong> i <strong>modificaci\u00f3<\/strong> del model SAMR. Aix\u00ed ho ha vist el Dr. Royce Kimmons.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"800\" height=\"262\" src=\"https:\/\/iceberg.udg.edu\/wp-content\/uploads\/2022\/05\/RAT-SAMR.jpg\" alt=\"\" class=\"wp-image-14700\" srcset=\"https:\/\/iceberg.udg.edu\/wp-content\/uploads\/2022\/05\/RAT-SAMR.jpg 800w, https:\/\/iceberg.udg.edu\/wp-content\/uploads\/2022\/05\/RAT-SAMR-300x98.jpg 300w, https:\/\/iceberg.udg.edu\/wp-content\/uploads\/2022\/05\/RAT-SAMR-768x252.jpg 768w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><figcaption>Model RAT vs model SAMR<\/figcaption><\/figure><\/div>\n\n\n\n<p>Si voleu aprofundir una mica m\u00e9s en el model RAT i la seva fonamentaci\u00f3 te\u00f2rica, podeu consultar el document <em>Assessing Technoloty Integration<a href=\"http:\/\/techedges.org\/wp-content\/uploads\/2015\/11\/Hughes_ScharberSITE2006.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">: The RAT &#8211; Replacement, Amplification, and Transformation &#8211; Framework<\/a><\/em> de les doctores Huges, Thomas i Scharber.<\/p>\n\n\n\n<p>Val la pena reflexionar sobre l&#8217;impacte de l&#8217;\u00fas de les tecnologies en el disseny de les nostres experi\u00e8ncies d&#8217;aprenentatge per assegurar que el seu \u00fas aporta valor.<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>El model RAT de la Dra. Joan Hughes mostra un nou marc de reflexi\u00f3 sobre les maneres com es poden utilitzar les tecnologies en entorns d&#8217;aprenentatge. Tot i que es va crear pensant en les primeres etapes educatives, \u00e9s un model que ens pot ser molt \u00fatil en entorns universitaris.<\/p>\n","protected":false},"author":2,"featured_media":14675,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[],"class_list":["post-14673","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-recursos"],"_links":{"self":[{"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=\/wp\/v2\/posts\/14673","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=14673"}],"version-history":[{"count":14,"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=\/wp\/v2\/posts\/14673\/revisions"}],"predecessor-version":[{"id":15568,"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=\/wp\/v2\/posts\/14673\/revisions\/15568"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=\/wp\/v2\/media\/14675"}],"wp:attachment":[{"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=14673"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=14673"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=14673"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}