REINVENTING GOVERNMENT: How the Entrepreneurial Spirit is Transforming the Public Sector

Hailed as a means to transform cultural norms and change lives, violence prevention programs signal a slow-rolling policy revolution that has reached nearly two-thirds of young people in the United States today. Max A. Greenberg takes us inside the booming market forprogramming and onto the asphalt campuses of Los Angeles where these programs areimplemented, many just one hour a week for 12 weeks. He spotlights how these ephemeral programs, built on troves of risk data, are disconnected from the lived experiences of the young people they were created to support. Going beyond the narrow stories told about at-risk youth through data and in policy, Greenberg sketches a vivid portrait of young men and women coming of age and forming relationships in a world of abidingharm and fleeting, fragmented support.At the same time, Greenberg maps the minefield of historical and structural inequalities that program facilitators must navigate to build meaningful connections with the youth they serve. Taken together, these programs shape the stories and politics of a generation and reveal how social policy can go wrong when it ignores the lives of young people. 1. Presentación 1.1 Organización de la caja de herramientas 1.2 Tecnologías, cambios sociales y educación 2. Conceptos centrales de Inteligencia Artificial e Inteligencia Artificial Generativa 2.1 Funcionamiento de la Inteligencia Artificial e Inteligencia Artificial Generativa 2.1.1 Funcionamiento de la IAGen y ChatGPT 2.1.2 Alcances y limitaciones de la IAGen y ChatGPT 2.1.3 Primeros pasos con ChatGPT 2.2 Aprendiendo a comunicarme con la IAGen 2.2.1 Diseño de prompts 2.2.2 Modelo para el diseño de prompts educativos 2.2.3 Instrumento para el diseño de prompts educativos 3. Enseñanza apoyada en la Inteligencia Artificial Generativa 3.1 Principios pedagógicos y didácticos para el uso de la Inteligencia Artificial Generativa 3.2 Planificación docente apoyada en la IAGen 3.2.1 Instrumento modelador para utilizar la IAGen como apoyo de la planificación docente 3.3 Diseño de actividades de aprendizaje apoyado en la IAGen 3.3.1 Instrumento modelador para utilizar la IAGen como apoyo para el diseño de actividades de aprendizaje 3.4 Diseño de materiales educativos apoyado en la IAGen 3.4.1 Instrumento modelador para utilizar la IAGen como apoyo para el diseño de materiales educativos 3.5 Evaluación del aprendizaje apoyado en la IAGen 3.5.1 Instrumento modelador para utilizar la IAGen como apoyo para la evaluación del aprendizaje 4. Recursos adicionales 4.1 Directorio de materiales y recursos basados en IAGen para la educación 4.2 Glosario de términos de IAGen Annotation. Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students' access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students' learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT - what are collectively known as the digital divide that are related to students' socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students' ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century