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Latvian schools can be divided into two sections – Views – News



Schools with their first class will be & # 39; preparing children for more day-to-day market, because they are actively consulting the private sector and his / her; Helps to develop skills that are very useful for the life of the 21st century. The schools are suitable for the times and technological solutions that are long-term advocates, says Sinka.

At the same time, Sinka says that the problem is also how schools use these technological solutions. "Despite around 80% of schools saying they are using information and communication technology in their learning process, most of them will & # 39; doing so just for teaching materials. So, schools do not yet have big differences that use IT solutions and do not. They do not use the full potential of these technologies, "said Sinka. At the same time, parents should also encourage children to use the latest technology. Although many believe that games are not played on cell phone and computer, they also have a & # 39; help develop logical thinking. It is essential to look broader and build links based on mutual understanding. Sometimes children need to be their own teachers and explain to parents why the work is useful.

Kangass says that the time has emerged that the old training structure in which the teacher provides information and that the learner has a " remember that it is completely separate.

The future belongs to a learning model in which the device is in; Getting the necessary tools, but he's learning. In particular, individual students are encouraged to provide a unique approach. It is more suited to today's environment, because all the information you need is available on the internet.

Sinka and Strods say Latvia has a long way to go, because our education system does not disagree with the child irregularly to understand why in some cases it is successful or why others have difficulties. There is also a big problem for people who do not take responsibility for their work and the lack of people who can monitor this work. At the same time, the lack of innovation and the development of critical thinking abilities. In this context, Sinka is particularly a & # 39; emphasizing the importance of a good teacher, since he does not have a specific knowledge of the opportunities created by information technology, learning and essential indispensable.

That is why Finland has made a huge investment in teacher education and has been liberated "freed" in some way. Representatives from this post are free to try different teaching methods and teaching methods.

However, there is a problem in this approach – the ability to evaluate pupils' achievements. «It is very easy to assess the ability of probationary mathematical exams, but to measure skills as critical thinking, to look at the external learning process, and to understand the causes of success and failure , as well as being able to make innovation more difficult. To address this challenge, we need to spend a lot of time and energy in creating new research methods, "says Strods.

In the debate, the speakers were also asked what subjects would be useful and not suitable for future schools. The answers were very interesting. Kangass said that Finland had completely donated topics. «We introduce children to the woods and encourage them to explore their ecosystem, and within individual research, we also promote biology, physics and mathematics. This approach allows students to be able to; understand the link between more successful topics, "including Kangass. Sinka also supports this approach, as it is also possible for pupils to gain a better understanding of how the world really works. Strods therefore argues that students should also be given greater opportunity to specialize in subjects that are of real interest to them. This should be to add to this linking method.

«It must be possible to write additional writing to those who give it. But those who do not give up, can do less, "said Strods.


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