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Tampoco libran al profesor de hacer discernimientos profesionales. Se trata de todos los niveles, desde prekinder hasta el bachillerato. Capacidades y conocimientos como objetivos. Capacidades creativas. Profesores a quienes les falta estas capacidades tienen la tendencia de asignarlas con una baja prioridad.

Empezando en la escuela intermedia, estudiantes son capaces de ejercer una independencia cuantiosa en su aprendizaje, individualmente tanto como miembros de un grupo. Aprendizaje cooperativo debe ser acentuado. Los estudiantes deben de ser animados a tomar iniciativas y a aceptar parte de la responsabilidad de su propio aprendizaje. Relaciones Interdisciplinarias.

La oportunidad para aprender. Cada escuela tiene que proporcionar suficientes clases, profesores, materiales y equipos, y locales para el aprendizaje musical. Interrelaciones dentro del curriculum. Evaluar, por ejemplo, no es una capacidad pericia aislada si no una que penetra en todos los otros aspectos de la experiencia musical.

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Esto debe incluir experiencias generales del curso y experiencias electivas. Muchas veces es necesario aumentar los esfuerzos para poder lograr las necesidades musicales de estos estudiantes. Now, however such modernization, their logic and structure of its origins still persist. In this scenario, the school managers responsible for planning and development processes do not have enough information and often, even if they did, do not know how to interpret it to drive the school development in a way that comes closest to what a 21st century school should be.

Otherwise, it is well known that Family is a key educational stakeholder. This, together with the equally diverse socio-cultural conditions of current school, makes Family—School relations a very complex problem to deal with. The few opportunities that parents know what is happening with the education of their children are reduced to regular meetings with teachers in which performance or grading reports are delivered, which happens when you have already completed a certain period of school time and the educational process has already been carried out as an accomplished fact.

Moreover, a 21st century school which has been achieved structurally implement a process of learning analytics will not only be a more relevant institution for the reality of our time but also will allow re-connect Family to School through training of parents in access, visualization and interpretation of data generated by the educational process of their children in real time, so it is possible for parents to make timely decisions and take appropriate actions to correct if necessary or strengthen if desirable.

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We have seen during the last decades, rapid changes in many aspects of human life. Most of these changes have been produced by a direct influence of the development and massification of Information and Communication Technologies ICT. IoT will increase the ubiquity of the Internet by integrating every object for interaction via embedded systems, which leads to a highly distributed network of devices communicating with human beings as well as other devices p. In this context, everyday human activities and objects allow people to be interconnected by a constant flow of information in large quantities.

Luis Rigal ( of Crítica y política en ciencias sociales. El debate teoría y práctica, Tomo I)

According to the above, and considering what a 21 st century school should be, this kind of institutions would be part of that flow both as producers and consumers of information. In that sense, it is not a matter of only providing schools with strong Wi-Fi networks and computers or mobile devices through which students and teachers can connect to the Internet, but also of achieving the School, as a whole, produces information potentially useful for educational stakeholders KORTUEM et al.

Because things will be interconnected, school tables, chairs, walls, windows and corridors as well as Learning Management Systems and other support tools should provide educationally useful data that reveal what happens inside and outside the classrooms and thereby allow to make better-informed decisions and actions. Moreover, if students develop the skills related with Learning Analytics it would be possible that they, wherever they are inside or outside the school may be connected to the library, to learning support systems, to academic networks, to their teachers and their peers, and mainly to information generated by themselves, enabling them to improve their learning experiences.

In this sense, we can assume that if all these things happen, the school would undoubtedly will be recognized as a 21st century school. As we stated before, 21st century world is characterized by a huge production and an intense use of information. A lot of that data is user generated, and a lot of that comes from people describing enormous amounts of things about themselves. Considering the mentioned above, it is easy to identify a disagreement between the features of 21st century world and the current School.

In this situation, Learning Analytics could play an important updating role for current schools not only making the school to produce and manage enough information but to take advantage of this aiming to improve their educational quality. This begins to make sense when you consider that classrooms face to face, blended or online will produce highly diverse information that could help teachers to make timely decisions, adjust teaching strategies or get closer to some lost student. Also, this information could help students to strengthen their learning, change learning habits, improve their time management, and finally, it will be useful for principals to make better teacher evaluations, adjust future school planning, training the staff, etc.

DUVAL, Although learning analytics is considered valuable in an era where information is one of the most valuable assets to society, the skills needed to perform it are highly technical RABELO et al. So, if an ever-increasing production of data is expected in the near future schools, then training students, teachers and school staff in the skills necessary to perform learning analytics will be a key task to accomplish educational improvement. This may sound great but for this to become reality, Learning Analytics would have to stop being an exclusive concern of people with a highly technical profile and being focused and geared towards expert management of systems and tools.

About this, Tan and Wang said that information is usually captured and analyzed by experts and then making available to the rest of the people in understandable formats or through platforms or dashboards designed for that purpose. This current situation, being the most practical, is not scalable and will need a different and massive approach. Currently, information literacy is focused on searching, selection and use of information from Internet or other networked sources in order to solve a particular problem either in the school, personal or social context BRUCE, ; WEBSTER, This, in the field of learning analytics is quite insufficient, and then it would have to add certain skills for production, visualization and interpretation of data and its subsequent conversion into meaningful information.

Moreover, from an educational point of view, the incorporation of learning analytics to Information Literacy supposed to be aligned with the importance of being an active player in the production of knowledge, which is a key 21st century education feature JANG, In that vein, learning analytics is regarded to be a proper source of knowledge production from the collection, organization, visualization and interpretation of raw data.

This takes considerable dimensions if, as mentioned above, data production will increase significantly over the years. It is clear that the 21st century school must cease to function within the current model of industrial education in which students are rarely really treated as individual, unique and unrepeatable subjects. More than an emphasis on workers training, the current context requires people educated in a global awareness, with social and ecological sensitivity, capable of navigating and not sinking in a world flooded by information.

One of many ways to achieve this, which is part of the perspective shown in this article, has to do with making current school to respond to the needs of 21 st century education by transforming and orienting its academic dynamics and operation based on the principles of learning analytics. This suggests the importance of conducting research on certain sensitive issues, mainly focused on pedagogy. Also, it must take into account the learning analytics as a major design factor for teaching and learning strategies. So, conducting future research in this area would provide the necessary knowledge to adjust course development and teacher-training programs on the pedagogical use of learning analytics.

This version should redefine the basics for training students, teachers and family, via managing, interpretation and taking advantage of the production of data produced from school and their own. Education we have witnessed in the first decade of the 21st century does not show substantial changes from what happened in much of the previous century. It is possible that in the near future we begin to see changes from an educational point of view, new methodologies, more flexible and truly more student-centered guidelines, where we seek to develop personal talents instead of achieving standardized learning, all of these based on applying Learning Analytics.

But this would not be the most serious consequence. Actually, if 21st century schools are not linked decisively to the incorporation of learning analytics, young graduates of these institutions will not have a suitable profile to perform successfully in society. Implications of the information and knowledge society for education. International handbook of information technology in primary and secondary education.

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Comunicar 21: Technologies in a global age

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