{"id":8809,"date":"2026-02-16T13:28:32","date_gmt":"2026-02-16T12:28:32","guid":{"rendered":"https:\/\/projectes.xtec.cat\/ami\/?page_id=8809"},"modified":"2026-04-01T09:40:13","modified_gmt":"2026-04-01T07:40:13","slug":"5-4-un-proces-actiu","status":"publish","type":"page","link":"https:\/\/projectes.xtec.cat\/ami\/pagina-dinici-buida\/5-4-un-proces-actiu\/","title":{"rendered":"4.6. \u00das responsable dels dispositius m\u00f2bils"},"content":{"rendered":"\n<div class=\"wp-block-getwid-tabs\" data-active-tab=\"0\"><ul class=\"wp-block-getwid-tabs__nav-links\"><\/ul>\n<div class=\"wp-block-getwid-tabs__nav-link\"><h5 class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">\u00das responsable dels dispositius m\u00f2bils<\/span><\/a><\/h5><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<h3 class=\"wp-block-heading\">\u00das responsable dels dispositius m\u00f2bils<\/h3>\n\n\n\n<p>L\u2019acc\u00e9s als dispositius m\u00f2bils ha transformat l\u2019educaci\u00f3, oferint avantatges que eren impensables fa unes d\u00e8cades:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Acc\u00e9s il\u00b7limitat a la informaci\u00f3:<\/strong> l\u2019alumnat t\u00e9 al seu abast un volum ingent de recursos que faciliten la comparaci\u00f3 de fonts i el contrast, elements essencials per al pensament cr\u00edtic.<\/li>\n\n\n\n<li><strong>Ubiq\u00fcitat de l\u2019aprenentatge:<\/strong> l\u2019aprenentatge ja no es limita a l\u2019aula; el coneixement \u00e9s accessible en qualsevol moment i lloc.<\/li>\n\n\n\n<li><strong>Riquesa de formats:<\/strong> l\u2019\u00fas de v\u00eddeos, p\u00f2dcasts i simulacions interactives permet una aproximaci\u00f3 m\u00e9s profunda i diversa al coneixement.<\/li>\n\n\n\n<li><strong>Mediaci\u00f3 i connexi\u00f3:<\/strong> el m\u00f2bil actua com un pont amb \u00abaltres m\u00e9s coneixedors\u00bb (experts o comunitats), ampliant el que Vigotski anomenava la zona de desenvolupament proper.<\/li>\n\n\n\n<li><strong>Desenvolupament de la identitat:<\/strong> facilita la participaci\u00f3 en projectes compartits i la creaci\u00f3 de vincles amb persones d\u2019interessos comuns, independentment de la dist\u00e0ncia f\u00edsica.<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h3 class=\"wp-block-heading\">Riscos i vulnerabilitats<\/h3>\n\n\n\n<p>L\u2019\u00fas permanent del tel\u00e8fon m\u00f2bil permet una connexi\u00f3 constant, per\u00f2 genera una atenci\u00f3 fragmentada que pot afectar negativament la concentraci\u00f3. Malgrat els beneficis, l\u2019\u00fas dels dispositius m\u00f2bils comporta riscos profunds que cal gestionar:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Desorientaci\u00f3 cognitiva:<\/strong> l\u2019exc\u00e9s d\u2019informaci\u00f3 sense filtres pot generar confusi\u00f3 i dificultar la comprensi\u00f3 real.<\/li>\n\n\n\n<li><strong>Distracci\u00f3 i continguts t\u00f2xics:<\/strong> el temps dedicat a l\u2019oci pot restar espai a l\u2019aprenentatge significatiu, a m\u00e9s de l\u2019exposici\u00f3 a continguts discriminatoris o perillosos.<\/li>\n\n\n\n<li><strong>Seguretat i integritat:<\/strong> existeixen perills greus com el ciberassetjament, la sextorsi\u00f3 o el <em>grooming<\/em>, especialment en canals no supervisats.<\/li>\n\n\n\n<li><strong>La bretxa digital:<\/strong> no \u00e9s nom\u00e9s una q\u00fcesti\u00f3 de tenir el dispositiu (bretxa material), sin\u00f3 de saber-lo utilitzar amb sentit (bretxa cognitiva).<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h3 class=\"wp-block-heading\">Recomanacions per als centres educatius<\/h3>\n\n\n\n<p>Per integrar aquestes tecnologies de manera segura, els centres han de seguir unes pautes estrat\u00e8giques:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Marc normatiu:<\/strong> cal con\u00e8ixer la legalitat vigent i acordar dins el claustre quins usos s\u00f3n permesos, publicant normes clares per a tota la comunitat.<\/li>\n\n\n\n<li><strong>Prop\u00f2sit pedag\u00f2gic:<\/strong> la tecnologia ha de ser instrumental; no \u00e9s una finalitat en si mateixa, sin\u00f3 un suport per assolir objectius d\u2019aprenentatge concrets.<\/li>\n\n\n\n<li><strong>Revisi\u00f3 de sup\u00f2sits:<\/strong> no s\u2019ha de donar per fet que tothom sap fer servir els dispositius o que t\u00e9 acc\u00e9s a casa. Cal parlar amb les fam\u00edlies per entendre la seva realitat socioecon\u00f2mica.<\/li>\n\n\n\n<li><strong>Gesti\u00f3 de l\u2019impacte:<\/strong> identificar els riscos potencials i establir protocols d\u2019actuaci\u00f3 per si aquests es materialitzen.<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h3 class=\"wp-block-heading\">El factor de la compet\u00e8ncia digital<\/h3>\n\n\n\n<p>L\u2019escola i les fam\u00edlies han de col\u00b7laborar per desenvolupar una compet\u00e8ncia digital que vagi m\u00e9s enll\u00e0 de la t\u00e8cnica:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Protocols del centre:<\/strong> les institucions han de revisar com gestionen els seus propis espais digitals, especialment quan hi apareix imatge o obra de l\u2019alumnat.<\/li>\n\n\n\n<li><strong>Seguretat:<\/strong> formar en la protecci\u00f3 de dades, gesti\u00f3 de contrasenyes i detecci\u00f3 de fraus digitals.<\/li>\n\n\n\n<li><strong>Identitat digital:<\/strong> conscienciar sobre l\u2019empremta que deixem a la xarxa i les implicacions \u00e8tiques de compartir informaci\u00f3.<\/li>\n<\/ul>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-getwid-tabs__nav-link\"><h5 class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Activitats<\/span><\/a><\/h5><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<p>Activitats proposades per les persones que han desenvolupat els materials:<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><td><strong>Nom de l&#8217;activitat<\/strong><\/td><td><strong>Objectiu<\/strong><\/td><\/tr><tr><td><a href=\"#us1\">Simulaci\u00f3 de l\u2019impacte del soroll digital<\/a><\/td><td>Experimentar f\u00edsicament la sobrec\u00e0rrega cognitiva i les distraccions.<\/td><\/tr><tr><td><a href=\"#us2\">Detectius digitals<\/a><\/td><td>Identificar senyals d&#8217;alerta davant l&#8217;enginyeria social o el <em>phishing<\/em><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"us1\">Activitat 1: \u201cSimulaci\u00f3 de l\u2019impacte del soroll digital\u201d<\/h2>\n\n\n\n<p>L\u2019objectiu d\u2019aquesta activitat \u00e9s fer comprendre a l\u2019alumnat, a trav\u00e9s d\u2019una simulaci\u00f3 anal\u00f2gica, com funciona el <strong>soroll digital i la sobreinformaci\u00f3<\/strong>, quins efectes t\u00e9 sobre l\u2019atenci\u00f3 i com podem aplicar estrat\u00e8gies per gestionar-lo. Aquesta activitat reprodueix de manera f\u00edsica els mateixos fen\u00f2mens descrits en la literatura:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Distractors que interrompen la concentraci\u00f3<\/li>\n\n\n\n<li>Soroll ambiental que afecta mem\u00f2ria i comprensi\u00f3&nbsp;&nbsp;<\/li>\n\n\n\n<li>Sobrec\u00e0rrega cognitiva davant m\u00faltiples est\u00edmuls<\/li>\n<\/ul>\n\n\n\n<p><strong>Material necessari:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Targetes o post-its en tres colors&nbsp;<\/li>\n\n\n\n<li>3 sobres o caixes&nbsp;<\/li>\n\n\n\n<li>Una lectura breu en paper (100\u2013150 paraules)&nbsp;<\/li>\n\n\n\n<li>Sonor ambiental suau (opcional): pot ser picar lleument la taula, fer sorollets amb paper, picar amb els peus.<\/li>\n<\/ul>\n\n\n\n<p><strong>Pas 1. Simulaci\u00f3 del soroll digital&nbsp;<\/strong><\/p>\n\n\n\n<p>Divideix l\u2019aula en dos grups:<\/p>\n\n\n\n<p><strong>Grup A: \u201cReceptors de soroll digital\u201d<\/strong><\/p>\n\n\n\n<p>Els companys del grup B mentre l\u2019alumnat del grup A intenta llegir el text van fent arribar diferents post-its aleat\u00f2riament a la taula on estan llegint, imitant l\u2019arribada d\u2019est\u00edmuls constants:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Verd:<\/strong> informaci\u00f3 rellevant<\/li>\n\n\n\n<li><strong>Vermell:<\/strong> distraccions (equivalent a notificacions)<\/li>\n\n\n\n<li><strong>Groc:<\/strong> informaci\u00f3 irrellevant o excessiva<\/li>\n<\/ul>\n\n\n\n<p>Despr\u00e9s d\u2019un minut de lectura, els alumnes del grup A responen 4 preguntes de comprensi\u00f3.<\/p>\n\n\n\n<p><strong>Pas 2. Es repeteix la din\u00e0mica amb una altra lectura&nbsp;<\/strong><\/p>\n\n\n\n<p>Ara es repeteix l\u2019activitat de llegir una altra lectura per\u00f2 en condicions \u00f2ptimes:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Silenci absolut<\/li>\n\n\n\n<li>Sense post-its<\/li>\n\n\n\n<li>Sense interrupcions<\/li>\n<\/ul>\n\n\n\n<p>Els alumnes tornen a respondre quatre preguntes de comprensi\u00f3. El resultat esperat \u00e9s que la comprensi\u00f3 \u00e9s millor en la segona lectura, sense cap mena d\u2019interrupci\u00f3 externa.&nbsp;<\/p>\n\n\n\n<p><strong>Pas 3. Reflexi\u00f3 guiada&nbsp;<\/strong><\/p>\n\n\n\n<p>El o la docent dinamitza el di\u00e0leg a partir de les seg\u00fcents preguntes:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Heu sentit saturaci\u00f3 o pressa per processar tot el que arribava?<\/li>\n\n\n\n<li>Qu\u00e8 ha dificultat m\u00e9s la comprensi\u00f3? El soroll? Les interrupcions?<\/li>\n\n\n\n<li>Quins paral\u00b7lelismes etiquetar\u00edeu amb l\u2019\u00fas de tecnologia?<\/li>\n\n\n\n<li>Quan heu pogut estar m\u00e9s concentrats?<\/li>\n\n\n\n<li>Podem gestionar les distraccions del soroll digital?<\/li>\n<\/ul>\n\n\n\n<p>A partir del di\u00e0leg s\u2019elaboren conjuntament unes conclusions que ajudin a promoure estrat\u00e8gies davant del soroll digital per evitar l\u2019afectaci\u00f3 a la concentraci\u00f3 i al propi proc\u00e9s d\u2019aprenentatge a partir de les treballades en aquesta unitat tem\u00e0tica.<\/p>\n\n\n\n<p><strong>Recursos<\/strong><\/p>\n\n\n\n<p>BBC. (s.d.) Online Safety: Health, wellbeing and lifestyle.&nbsp;<a href=\"https:\/\/www.bbc.co.uk\/teach\/topics\/c8vv58jqnd9t\">https:\/\/www.bbc.co.uk\/teach\/topics\/c8vv58jqnd9t<\/a><\/p>\n\n\n\n<p>Common Sense Education. (n.d.). <em>Digital citizenship<\/em>. <a href=\"https:\/\/www.commonsense.org\/education\/digital-citizenship\">https:\/\/www.commonsense.org\/education\/digital-citizenship<\/a><\/p>\n\n\n\n<p>Consell de l\u2019Audiovisual de Catalunya. (n.d.). eduCAC: alfabetitzaci\u00f3 medi\u00e0tica. <a href=\"https:\/\/www.educac.cat\">https:\/\/www.educac.cat<\/a>&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"us2\">Activitat 2: Detectius digitals<\/h2>\n\n\n\n<p><strong>Objectiu:<\/strong> Identificar senyals d\u2019alerta davant riscos de ciberassetjament, enginyeria social o manipulaci\u00f3.<\/p>\n\n\n\n<p><strong>Procediment:<\/strong><\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Es presenten 5 situacions reals (an\u00f2nimes) de risc digital:\n<ul class=\"wp-block-list\">\n<li>Missatge sospit\u00f3s demanant dades<\/li>\n\n\n\n<li>Comentari hostil repetit<\/li>\n\n\n\n<li>Perfil fals<\/li>\n\n\n\n<li>Sol\u00b7licitud d\u2019informaci\u00f3 sensible<\/li>\n\n\n\n<li>Pressions per enviar imatges<br><\/li>\n<\/ul>\n<\/li>\n\n\n\n<li>En grups, els alumnes classifiquen cada situaci\u00f3 en:\n<ul class=\"wp-block-list\">\n<li>Assetjament<\/li>\n\n\n\n<li>Enginyeria social<br>Suplantaci\u00f3<\/li>\n\n\n\n<li>Cap risc<br><\/li>\n<\/ul>\n<\/li>\n\n\n\n<li>Es debaten les estrat\u00e8gies adequades de resposta.<br><\/li>\n<\/ol>\n\n\n\n<p><strong>Resultat esperat:<\/strong><strong><br><\/strong>Els alumnes aprenen a recon\u00e8ixer patrons de risc i a aplicar estrat\u00e8gies de prevenci\u00f3.<\/p>\n\n\n\n<p><\/p>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-getwid-tabs__nav-link\"><h5 class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Materials i guies t\u00e8cniques<\/span><\/a><\/h5><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<p>Els continguts d&#8217;aquesta p\u00e0gina han estat elaborats per diferents professionals de l&#8217;\u00e0mbit universitari especialitzats en alfabetitzaci\u00f3 medi\u00e0tica i informacional. En aquesta p\u00e0gina podreu trobar els materials originals.<\/p>\n\n\n\n<style>\n  .contenedor-materials {\n    display: flex;\n    flex-wrap: wrap;\n    gap: 20px;\n    justify-content: center;\n  }\n  .modul-card {\n    flex: 1 1 calc(50% - 20px); \/* Ocupa el 50% de l'amplada *\/\n    min-width: 300px;\n    border: 1px solid #ddd;\n    padding: 15px;\n    border-radius: 8px;\n    background: #f9f9f9;\n    text-align: center;\n  }\n  .modul-card iframe {\n    border: 1px solid #ccc;\n    margin-top: 10px;\n  }\n  .titol-materials {\n    font-size: 32px;\n    font-weight: bold;\n    text-align: center;\n    margin-bottom: 20px;\n    display: block;\n  }\n<\/style>\n<span class=\"titol-materials\">Materials<\/span>\n<div class=\"contenedor-materials\">\n  <div class=\"modul-card\">\n    <strong>M\u00f2dul 1<\/strong><br>Elaborat per Merc\u00e8 Guill\u00e9n i Ismael Pe\u00f1a\n    <iframe loading=\"lazy\" src=\"https:\/\/drive.google.com\/file\/d\/1aJ768ERkhNhWUkob9aj86OcZkcsEDgxF\/preview\" width=\"100%\" height=\"450\" allow=\"autoplay\"><\/iframe>\n  <\/div>\n  <div class=\"modul-card\">\n    <strong>M\u00f2dul 2<\/strong><br>Elaborat per Cristina Pulido\n    <iframe loading=\"lazy\" src=\"https:\/\/drive.google.com\/file\/d\/19vPAqh4XmGA_EKU8d3_hlHgaUSPyYir_\/preview\" width=\"100%\" height=\"450\" allow=\"autoplay\"><\/iframe>\n  <\/div>\n  <div class=\"modul-card\">\n    <strong>M\u00f2dul 3<\/strong><br>Elaborat per Cristina Pulido\n    <iframe loading=\"lazy\" src=\"https:\/\/drive.google.com\/file\/d\/102cpzE-P9sTP1plA2p4HUCIKFCRggP4E\/preview\" width=\"100%\" height=\"450\" allow=\"autoplay\"><\/iframe>\n  <\/div>\n  <div class=\"modul-card\">\n    <strong>M\u00f2dul 4<\/strong><br>Elaborat per Nereida Carrillo\n    <iframe loading=\"lazy\" src=\"https:\/\/drive.google.com\/file\/d\/1OotWgMMdKIoXcrTFnKriT6vG3ePiusMk\/preview\" width=\"100%\" height=\"450\" allow=\"autoplay\"><\/iframe>\n  <\/div>\n  <div class=\"modul-card\">\n    <strong>M\u00f2dul 5<\/strong><br>Elaborat per Elvira Vilardell\n    <iframe loading=\"lazy\" src=\"https:\/\/drive.google.com\/file\/d\/1DQnwseMEL4vk13GxEZi76ev6iAuqmvQr\/preview\" width=\"100%\" height=\"450\" allow=\"autoplay\"><\/iframe>\n  <\/div>\n  <div class=\"modul-card\">\n    <strong>M\u00f2dul 6<\/strong><br>Elaborat per Merc\u00e8 Guill\u00e9n\n    <iframe loading=\"lazy\" src=\"https:\/\/drive.google.com\/file\/d\/1my0Muh_hhzqf0V9gdLkC1A1-Oiko_4ZI\/preview\" width=\"100%\" height=\"450\" allow=\"autoplay\"><\/iframe>\n  <\/div>\n<\/div>\n\n\n\n<p><\/p>\n\n\n\n<p>Les guies t\u00e8cniques estan en proc\u00e9s d&#8217;elaboraci\u00f3, a mesura que estiguin disponibles les allotjarem en aquest espai.<\/p>\n\n\n\n<p><\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-getwid-section\"><div class=\"wp-block-getwid-section__wrapper\"><div class=\"wp-block-getwid-section__inner-wrapper\"><div class=\"wp-block-getwid-section__background-holder\"><div class=\"wp-block-getwid-section__background\"><\/div><div class=\"wp-block-getwid-section__foreground\"><\/div><\/div><div class=\"wp-block-getwid-section__content\"><div class=\"wp-block-getwid-section__inner-content\">\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-1 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><\/div>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":2,"featured_media":0,"parent":9,"menu_order":25,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"left-sidebar","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":"disabled","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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