32 Amendments of Eider GARDIAZABAL RUBIAL related to 2018/2090(INI)
Amendment 1 #
Motion for a resolution
Citation 7 a (new)
Citation 7 a (new)
- having regard to its resolution of 9 September 2015 on empowering girls through education in the EU4-A, _________________ 4-A Text adopted, P8_TA(2015)0312
Amendment 27 #
Motion for a resolution
Recital H
Recital H
H. whereas it is essential that educational institutions prepare pupils and students for rapid economic and social changes brought about by rapid technological development, endowing them with skills suited to the challenges of the digital world;
Amendment 28 #
Motion for a resolution
Recital H a (new)
Recital H a (new)
H a. whereas access to and the use of the internet and of technological and digital equipment have transformed social behaviour and relationships, especially among the younger sections of society;
Amendment 30 #
Motion for a resolution
Recital H b (new)
Recital H b (new)
H b. whereas excessive use of technological and digital equipment, such as computers and tablets, can cause health and well-being problems, including sleep deprivation, a sedentary lifestyle and addiction;
Amendment 31 #
Motion for a resolution
Recital I
Recital I
Amendment 44 #
Motion for a resolution
Recital K
Recital K
K. whereas basic education in cyber hygiene, cyber safety and media literacy is necessary from an early age to help children become critical consumeractive citizens, make informed decisions and be aware of risks associated with the Internet, such as fake news, intimidation and online harassment;
Amendment 58 #
Motion for a resolution
Recital L a (new)
Recital L a (new)
La. whereas we are seeing the growing commercial use of education by large digital companies, trying to influence teaching practices by introducing equipment, providing software and educational resources or providing training for teachers;
Amendment 61 #
Motion for a resolution
Recital M
Recital M
M. whereas, to better deliver on the promise of technology, Member States need convincingeffective strategies to build teachers’ capacity and policymakers need to become better at building support for this agenda;
Amendment 64 #
Motion for a resolution
Recital N a (new)
Recital N a (new)
Na. whereas the progressive digitisation of work will result in the disappearance of many professions and an increase in unemployment; whereas the new professions that will emerge with digitisation may compensate for some of the lost jobs;
Amendment 71 #
Motion for a resolution
Recital P a (new)
Recital P a (new)
Pa. whereas women make up only 20% of professionals in the field of science and only 27% of engineering graduates1-A, only 29 out of 1 000 graduates, compared to 95 out of 1 000 for men, have a degree in ICT, only 3% of all female graduates hold a bachelor’s degree in this discipline (compared to almost 10% in the case of male graduates), and only 4 out of 1 000 women end up working in the ICT sector; _________________ 1-A https://ec.europa.eu/education/et- monitor-2017_en
Amendment 90 #
Motion for a resolution
Paragraph 2 a (new)
Paragraph 2 a (new)
2a. Believes that educational institutions cannot afford to neglect the all-round training of their students involving the cultivation and development of a critical and holistic outlook that allows them to assert themselves as active citizens and understands that critical thinking cannot be strengthened only by teaching digital skills, and that a comprehensive education is also needed;
Amendment 93 #
Motion for a resolution
Paragraph 2 b (new)
Paragraph 2 b (new)
Amendment 95 #
Motion for a resolution
Paragraph 2 c (new)
Paragraph 2 c (new)
2c. Stresses that, in order to achieve better learning experiences and outcomes, digital tools must be adapted to the needs of students, that this is a way for students to become active citizens and not merely passive consumers of technology;
Amendment 98 #
Motion for a resolution
Paragraph 3 a (new)
Paragraph 3 a (new)
3a Recalls that schools need to support all students and respond to their specific needs, in particular with regard to gender differences, students with disabilities, minorities or migrants and that such support can be facilitated through the use of new technologies;
Amendment 99 #
Motion for a resolution
Paragraph 3 b (new)
Paragraph 3 b (new)
3b. Underlines the importance of ensuring digital literacy and the participation of women and girls in ICT education and training; encourages the Member States to introduce age- appropriate ICT education in the early stages of school, with a particular focus on inspiring girls to develop an interest and talent in the digital field, given that girls move away from STEAM disciplines earlier in their educational careers due to the gender stereotypes surrounding these subjects and the lack of female role models;
Amendment 104 #
4. Stresses that a lack of connectivity in schools across Member States comes at the cost of the digital skills education of students; calls on the Member States to connect all remaining schools and to make use of existing EU programmes for this purpose, paying particular attention to the outermost regions and mountainous and less developed regions;
Amendment 105 #
Motion for a resolution
Paragraph 4 a (new)
Paragraph 4 a (new)
4a. Considers it essential to reduce the learning gap between students from different socio-economic backgrounds and regions of the EU, in particular the less developed ones, by taking advantage of the full potential of the resources provided by new digital technologies, including personalised education and partnerships between educational institutions;
Amendment 112 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. Points out that education and training institutions require assistance from the Union and Member States, as well as from stakeholders and industry, industry and local and regional communities and players, to make the difficult transition to a more digitalised learning environment;
Amendment 117 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Stresses that teachers and trainers should be at the core of the digital transformation and therefore require adequate preparation and initial and continuous training themselves; insists that this training requires time and should not come as an extra task on top of their daily activities; highlights that, even more than the teaching of other basic skills, such as numeracy and literacy, digital skills teaching requires teachers to update their knowledge and skills on a continuous basis; argues, therefore, that teachers need proper and ongoing support, an essential condition for achieving any substantial innovation in the education system;
Amendment 121 #
Motion for a resolution
Paragraph 6 a (new)
Paragraph 6 a (new)
6a. Considers it vital that teachers should be involved in the implementation by Member States and their higher education institutions of a specific ICT module in curricula which also includes programmatic content on teaching and learning materials protected by copyright;
Amendment 124 #
Motion for a resolution
Paragraph 6 b (new)
Paragraph 6 b (new)
6b. Recommends that the Commission create an online copyright discussion and information platform on copyright with the aim of assisting educational institutions, educators and students;
Amendment 126 #
Motion for a resolution
Paragraph 6 c (new)
Paragraph 6 c (new)
6c. Notes that those entrusted with education now have increased responsibilities because of the increased use of digital applications in school work, that they must be involved in the learning process and in the use of technology, since if they do not have the necessary digital skills, it will be more difficult to involve their students in the learning process and this may result in more social exclusion;
Amendment 132 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Calls on the Member States to make goodresponsible and effective use of Union financial support to make access to digital learning content, tools and solutions a reality for all;
Amendment 133 #
Motion for a resolution
Paragraph 8 a (new)
Paragraph 8 a (new)
8a. Expresses its concern that private interests and the use of digital technologies are becoming devices for subjecting educational provision to the needs of the economy, at the risk of turning students into consumers, neglecting their genuine needs and hindering the long-term vision of the full potential of digital technologies in education as well as in society; recommends, where possible, hardware and software interoperability and the systematic use of free software solutions; calls also for the implementation of measures to ensure the pedagogical freedom of teachers and educators, as well as measures to safeguard privacy and data security;
Amendment 135 #
Motion for a resolution
Paragraph 8 b (new)
Paragraph 8 b (new)
8b. Expresses concern about the storage of the personal data of pupils and teachers by private operators, often relocated to another country; draws attention to the need for these private operators to sign user agreements which safeguard the privacy and security of personal data with the local, regional and national authorities;
Amendment 139 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Points out that, in line with the lifelong learning approach required for digital skills, governments, in cooperation with stakeholders such as companies and civil society organisations, and through both formal and non-formal settings, should ensure that nobody is left behind and that all can find a place in the new ordera Union which is increasingly digital;
Amendment 141 #
Motion for a resolution
Paragraph 9 a (new)
Paragraph 9 a (new)
9a. Recalls that in order to effectively integrate digital technology into education systems, it is necessary to improve and strengthen cooperation between all stakeholders, ensuring the convergence, synergies and interdisciplinarity that reflect student needs and enable the transformation of school culture in partnership with local and regional communities and players;
Amendment 142 #
9b. Points out that the impact of digital technologies on education is not at present easy to assess; calls for investment in unbiased and interdisciplinary research into the various impacts of digital technologies on education, linking education sciences, pedagogy, psychology, sociology, neuroscience and computer science so as to achieve as deep an understanding as possible of how the minds of children and adults are responding to the digital environment, maximising the benefits of using digital technology in education and minimising its risks; stresses the need for a balance in the daily use of technological and digital equipment, both in educational institutions and in private life;
Amendment 143 #
Motion for a resolution
Paragraph 9 c (new)
Paragraph 9 c (new)
Amendment 144 #
Motion for a resolution
Paragraph 9 d (new)
Paragraph 9 d (new)
9d. Points out that the complex digital skills required for the efficient use of ICT depend on the acquisition of basic skills and that not everyone is on equal footing, with major gaps remaining at basic levels and particularly affecting disadvantaged groups and a large number of adults, that more educated people are three times more likely to use the Internet to acquire new skills and create new opportunities than those with lower levels of education1- B and that we run the risk of technology becoming a training tool for the privileged rather than an opportunity for all; _________________ 1-B COM SEC(2008)2629 FIN
Amendment 145 #
Motion for a resolution
Paragraph 9 e (new)
Paragraph 9 e (new)
Amendment 151 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. Encourages Member States to take steps, in collaboration with businesselocal and regional communities and players, education and training centres and civil society stakeholders to identify existing skills gaps, expand digital literacy, enhance media literacy and establish a high level of digital connectivity and inclusion;