{"id":15505,"date":"2025-09-26T10:55:09","date_gmt":"2025-09-26T08:55:09","guid":{"rendered":"https:\/\/serveiseducatius.xtec.cat\/baixllobregat7\/?p=15505"},"modified":"2025-09-26T16:37:06","modified_gmt":"2025-09-26T14:37:06","slug":"benestar-digital-a-laula-mes-enlla-de-la-prohibicio","status":"publish","type":"post","link":"https:\/\/serveiseducatius.xtec.cat\/baixllobregat7\/portada\/benestar-digital-a-laula-mes-enlla-de-la-prohibicio\/","title":{"rendered":"Benestar Digital a l’Aula: M\u00e9s Enll\u00e0 de la Prohibici\u00f3"},"content":{"rendered":"

\"Benestar<\/a>En un context social on les not\u00edcies sobre els perills de la tecnologia en infants i joves generen una alarma constant, la tend\u00e8ncia natural pot ser la de la prohibici\u00f3. Per\u00f2, \u00e9s aquesta la soluci\u00f3 m\u00e9s efica\u00e7? A la recent xerrada <\/span>\u201cBenestar Digital docent i de l\u2019alumnat\u201d<\/span><\/strong>, a c\u00e0rrec d\u2019Olga Armengol i Marta Masoliver de l\u2019equip M\u00f3n digital i educaci\u00f3<\/a> de l\u2019ICE de la UAB, es va plantejar una perspectiva molt m\u00e9s rica i necess\u00e0ria: la de l’educaci\u00f3 i la prevenci\u00f3.<\/span><\/p>\n

De la Reacci\u00f3 a la Reflexi\u00f3 Pedag\u00f2gica<\/span><\/h3>\n

Les ponents van iniciar la seva intervenci\u00f3 reconeixent la realitat actual: una allau d\u2019informacions negatives que, sovint des de l’\u00e0mbit m\u00e8dic, advoquen per la restricci\u00f3. Tanmateix, van subratllar que els estudis mostren un panorama complex amb efectes positius, negatius i ambivalents de l’\u00fas de la tecnologia. Llavors, on rau la difer\u00e8ncia? En la <\/span>mirada docent i l\u2019objectiu pedag\u00f2gic<\/span><\/strong> que hi ha al darrere.<\/span><\/p>\n

La clau, van insistir, \u00e9s entendre que la tecnologia no \u00e9s un fi en si mateixa, sin\u00f3 un mitj\u00e0. El debat no hauria de ser “tecnologia s\u00ed o tecnologia no”, sin\u00f3 <\/span>“per a qu\u00e8 fem servir la tecnologia?”<\/span><\/strong>. En aquest sentit, iniciatives com el <\/span>Pla de Digitalitzaci\u00f3 Responsable<\/span><\/strong> busquen regular-ne l’\u00fas per garantir que no substitueixi experi\u00e8ncies vitals com el contacte f\u00edsic o les activitats a l\u2019exterior.<\/span><\/p>\n

L’Escola com a Agent de Canvi: Educar EN i SOBRE Tecnologia<\/span><\/h3>\n

Davant dels anomenats “orfes digitals” \u2014infants que, tot i ser h\u00e0bils en l’\u00fas intu\u00eftiu d’eines (els “nadius digitals” de Prensky), no sempre tenen un acompanyament cr\u00edtic\u2014, l’escola t\u00e9 una doble responsabilitat: educar <\/span>amb<\/span><\/strong> tecnologia i, sobretot, educar <\/span>sobre<\/span><\/strong> tecnologia.<\/span><\/p>\n

Aix\u00f2 implica anar m\u00e9s enll\u00e0 del domini t\u00e8cnic i abordar els <\/span>Drets Digitals de la inf\u00e0ncia i l’adolesc\u00e8ncia<\/span><\/strong>, promovent un \u00fas cr\u00edtic, saludable i sostenible, tal com marca el marc <\/span>DigCompEdu<\/span><\/strong>. El docent, com a professional, t\u00e9 el deure deontol\u00f2gic d’estar actualitzat, promoure un \u00fas adequat de les eines i garantir la seguretat i el benestar de l’alumnat.\"TPACK\"<\/a><\/span><\/p>\n

Per aconseguir-ho, el <\/span>model TPACK<\/span><\/strong> (Coneixement Tecnol\u00f2gic, Pedag\u00f2gic i del Contingut) es presenta com un marc de refer\u00e8ncia essencial. Abans d’integrar una eina digital, la pregunta fonamental ha de ser: <\/span>quin \u00e9s l’objectiu pedag\u00f2gic?<\/span><\/strong> La reflexi\u00f3 ha de posar sempre l’alumne al centre, no la tecnologia.<\/span><\/p>\n

 <\/p>\n

Estrat\u00e8gies Pr\u00e0ctiques per a l’Aula<\/span><\/h3>\n

La teoria ha d’anar acompanyada de la pr\u00e0ctica. Armengol i Masoliver van compartir un seguit d’activitats i din\u00e0miques per treballar la ciutadania digital a l’aula, moltes d’elles sense necessitat de dispositius:<\/span><\/p>\n

    \n
  1. Reflexi\u00f3 sobre les Emocions:<\/span><\/strong> Utilitzar emoticones perqu\u00e8 l’alumnat expressi com se sent i justifiqui la seva elecci\u00f3, fomentant el reconeixement emocional.<\/span><\/li>\n
  2. Instaclasse:<\/span><\/strong> Simular un perfil de xarxa social per treballar la <\/span>identitat digital<\/span><\/strong>. A partir d’una foto de grup, es debat si representa a tothom, es trien hashtags (#) clau, es reflexiona sobre l’exposici\u00f3 p\u00fablica i es gestionen els comentaris, identificant com ens afecten els positius i els negatius.<\/span><\/li>\n
  3. Els 3 Filtres de S\u00f2crates:<\/span><\/strong> Abans de publicar o compartir qualsevol contingut, cal preguntar-se: \u00c9s <\/span>veritat<\/span><\/strong>? \u00c9s <\/span>bo<\/span><\/strong> (positiu)? \u00c9s <\/span>\u00fatil<\/span><\/strong>? Una eina senzilla i potent per fomentar la responsabilitat digital.<\/span><\/li>\n
  4. Taller “Antiselfie”:<\/span><\/strong> Inspirat en el treball de Liliana Arroyo, es planteja un debat sobre la imatge que projectem. “Tu no ets la teva selfie”. Qu\u00e8 volem mostrar realment? Aquesta activitat permet abordar temes com la dism\u00f2rfia corporal, l’autoestima i el respecte davant “el silenci del mirall”.<\/span><\/li>\n<\/ol>\n

    Cap a un Comprom\u00eds de Ciutadania Digital<\/span><\/h3>\n

    La xerrada va concloure amb una idea clara: el benestar, tamb\u00e9 el digital, <\/span>s\u2019encomana, no s\u2019imposa<\/span><\/strong>. Cal anar m\u00e9s enll\u00e0 de limitar el temps de pantalla i educar en la gesti\u00f3 conscient del nostre entorn digital. Conceptes com la <\/span>netiqueta<\/span><\/strong>, el dret a la <\/span>desconnexi\u00f3 digital<\/span><\/strong> o el <\/span>“Marikondo digital”<\/span><\/strong> (neteja d’arxius i aplicacions) s\u00f3n tan importants com aprendre a crear contrasenyes segures.<\/span><\/p>\n

    La pregunta final va quedar ressonant entre els assistents, i ara la traslladem aqu\u00ed enlla\u00e7ada al recurs que han desenvolupat per a treballar a l’aula: <\/span>I tu, ets digitalment responsable?<\/span><\/strong><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

    En un context social on les not\u00edcies sobre els perills de la tecnologia en infants i joves generen una alarma constant, la tend\u00e8ncia natural pot ser la de la prohibici\u00f3. Per\u00f2, \u00e9s aquesta la soluci\u00f3 m\u00e9s efica\u00e7? A la recent xerrada \u201cBenestar Digital docent i de l\u2019alumnat\u201d, a c\u00e0rrec d\u2019Olga Armengol i Marta Masoliver de […]<\/p>\n","protected":false},"author":1,"featured_media":15529,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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