Summary of 40 Aniversario Telesecundaria Conferencia Pedro Olvera

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This video discusses Pedro Olvera's 40-year record of service as a telesecundarian educator, and how that model has been adapted to create a more dynamic service for students in secondary education. Olvera provides context for his remarks by discussing the three essential elements of telesecundaria – education, vocational training, and lifelong learning – which he discusses in more detail in the following slides. In addition, he points out that telesecundaria is an important service for rural students, and that it is important to consider the various teaching and learning strategies that are available when designing instruction for this population. Olvera also covers the importance of instructional design in telesecundaria, and discusses some of the key materials that are used in this type of education. Finally, he emphasizes the importance of reflection in assessing the efficacy of telesecundaria services.

00:00:00 The video introduces the 40th anniversary of the founding of the telesecundarias in San Luis Potosí, and pays tribute to Pedro Olvera, the creator of the format in the state. The Department of Telesecundarias, directed by Professor Vicente El Izea Velázquez, has organized a series of commemorative events, and given the importance of this type of education in terms of providing access to students who cannot continue their studies, it is important to have a teacher who knows the origins of this service from its beginnings in this state. Today, Pedro Olvera, Coordinator Academic in the Department of Telesecundarias, is invited to speak on his topic, "Origins and Evolution of Telesecundaria in San Luis Potosí", at a conference titled "Pedro Olvera: 40 Years of telesecundaria in San Luis Potosí". This presentation will be brief and quick, due to the organization's efforts. I will also use this opportunity to thank Professor Vicente El Izea Velázquez and Director Carlos Jongitud Barrios for the invitation, and to Director Vicente El Izea Velázquez for his work in developing the tel
00:05:00 This video discusses Pedro Olvera's 40-year record of service as a telesecundarian educator, and how that model has been adapted to create a more dynamic service for students in secondary education. Olvera provides context for his remarks by discussing the three essential elements of telesecundaria – education, vocational training, and lifelong learning – which he discusses in more detail in the following slides. In addition, he points out that telesecundaria is an important service for rural students, and that it is important to consider the various teaching and learning strategies that are available when designing instruction for this population. Olvera also covers the importance of instructional design in telesecundaria, and discusses some of the key materials that are used in this type of education. Finally, he emphasizes the importance of reflection in assessing the efficacy of telesecundaria services.
00:10:00 The video discusses the importance of having a cultural context in which to learn, and how it is the responsibility of teachers to provide this context in their classrooms. It then goes on to discuss how a single teacher can provide this context for a group of students in a Telesecundaria (secondary school). Finally, it covers the role of specialists in providing educational materials, and how dialogue between those who create the materials and those who use them is important in order to ensure that the material is effective.
00:15:00 In 1966, Mexico established a television education system, Secundaria por Televisión (TV), which aimed to reduce the gap between rural and urban areas and various social groups. Pedro Olvera, a Mexican educator, discusses the system's history and its successes and failures. He refers to a text by Martínez Ritmo in which the author discusses how telesecundaria (TV education) became known as "the education of the future." Olvera also discusses the incorporation of telesecundaria into the Mexican educational system.
00:20:00 The video discusses Pedro Olvera's 40th anniversary as a telesecundarian. Olvera explains that in 1973, when he became a telesecundarian, 44% of San Luis residents found their way to the top. Olvera says this indicates that there is a good number of high-rise dwellers who are attentive to their sleep. He also says that after being motivated by historical references, it is now up to us to take the initiative and enter fully into the world of work after spending some time in college. He then goes on to mention two references that will be helpful in developing the program's curriculum: the textbook adaptation process, which should be adjusted to the student's individual learning style, and the incorporation of telesecundarian materials into regular second- and third-grade curriculums. He concludes the video with a reflection on the importance of telesecundarian materials and their contribution to the reform of 1974.
00:25:00 In 1974, teachers of secondary school didn't have, for example, the skills that Pedro Olvera had when he taught primary school. And, above all, for opening all the assigned topics, I put myself again in 1974 when TV programming was in a more defined system. I knew an objective of production, summarized the content of the show, and there were 20-minute programs, but, in reality, they were basically 10 minutes long. There was a daily transmission of 18 lessons, but 6 were for first-year students, 3 for second-year students, and 1 for third-year students. Now, in terms of textbook content, the following image shows the book that was called "Study Guide" and which, besides being organized by subject areas, you also remember. The book was created by specialists, and although the coordinators who formed part of it this team of educators were considered as part of the "inside" of a guide, what it means is that, first, the book was created by one in the guide, and then the televised script was based on it, and it wasn't the script that was later adapted to the guide, which was the opposite because, as you will see later, the document that guided the process
00:30:00 This video features Pedro Olvera, a former teacher and current president of the National Union of Teachers in Mexico, discussing the history of telesecundaria, or secondary school via telecommunications. Olvera recalls how, in 1981, the introduction of telesecundaria marked a major departure from traditional education, as the unit became more focused on training students to use information technology in a participatory and democratic way. By the time telesecundaria reached its centenary in 2016, the program had developed a more solid foundation, and telesecundaria graduates were more aware and experienced with the technology. Olvera goes on to explain how this new vision of telesecundaria led to the creation of innovative and successful teaching and learning teams. He recalls one particular student who, after watching a telesecundaria program about life and death, decided to write a play about the subject. Olvera shares his own telesecundaria experience, revealing that the program helped him to develop empathy for his students and a deeper understanding of their lives. Finally, he shares three important telesecundaria concepts that have shaped his teaching and learning approach: theory, application, and evaluation.
00:35:00 This transcript excerpt from a YouTube video provides an overview of telesecundaria, highlighting the development of educational materials and the incorporation of technology in the curriculum. The video also discusses the introduction of a new curriculum and the incorporation of technology in the teaching process. In 2006, telesecundaria revised its educational model, which led to the development of new educational materials.
00:40:00 This video discusses the 40th anniversary of the Telesecundaria, or secondary school, system in Mexico. Pedro Olvera, a former teacher and president of the Telesecundaria Association, discusses the history of the system and its current state. He mentions that, despite the system's improvements, Mexican students still lack textbooks and other instructional materials for their courses in Spanish. He also points out that, due to the country's changing educational landscape, Telesecundaria teachers have to adapt their teaching methods to keep up.
00:45:00 This video discusses the 40th anniversary of the telesecundaria, or secondary education system, in Mexico. It features a speech by Pedro Olvera, a Maestro Telesecundaria, on how to evaluate and assess the proposed changes to the telesecundaria system. Many teachers have been using unofficial, unofficial versions of the telesecundaria's website to share teaching resources and lesson plans. These unofficial versions are being copied and shared among teachers, but may eventually be replaced by official, printed versions. The transcript shows how the telesecundaria's lineal, instructional design gradually gave way to a more complex, decentralized system with varied activities and less focus on programmatic information. New versions of the telesecundaria website are being sought to address the concerns of today's students with regard to computer use. The telesecundaria system provides an example of how a teacher can use a text book and supplemental materials to plan a course of study. Finally, the telesecundaria system's curriculum planning tools include common elements for all text books, as well as special features for teachers working with students from rural areas.
00:50:00 In this video, Pedro Olvera, a telesecundaria instructor, discusses the 40th anniversary of the telesecundaria program. He notes that there has been an increase in the variety of materials available to telesecundaria students, and that the program's emphasis on providing students with access to information has been successful. Olvera also discusses the importance of incorporating new materials into the telesecundaria curriculum, and highlights some of the innovative methods used by telesecundaria instructors.
00:55:00 This video covers Pedro Olvera's 40-year career in education, highlighting the important material he has shared throughout the talk. Olvera discusses how all versions of Telesecundaria programs address the reform goals while also meeting the educational needs of students. He then invites listeners to be aware of the new material coming to the classroom, as he is experts in providing this type of support. Olvera finishes the talk by addressing some questions that extrasolars may be interested in. José Uribe, a teacher from San Luis Potosí, asks Olvera a few questions, and Olvera then offers some thoughts on the future of teaching. This talk is very inspirational, and teachers will appreciate the perspective it offers on their own profession.

01:00:00 - 01:10:00

In this video, Pedro Olvera discusses the importance of the telesecundaria system in Mexico, and how it has helped many students who would not have had access to education otherwise. He also talks about the recent agreement between the Mexican government and the private sector to create a specific telesecundaria curriculum, and how it should be designed to meet the needs of students. Finally, Olvera addresses the misconception that he does not support telesecundaria because it does not focus on academic subjects. He explains that he is in support of telesecundaria because it helps students learn how to think for themselves and be more independent.

01:00:00 Telesecundaria Pedro Olvera discusses the importance of preserving the current educational model in which teachers are highly specialized and students are divided into subject areas. He also discusses the importance of having a long-term vision for telesecundaria and its future.
01:05:00 This video discusses Pedro Olvera's thoughts on the relevance of telesecundaria in the current educational model, and how it is better suited to address students' needs than the more linear, extended, and complex model that preceded it. Olvera says that these models are not as relevant to telesecundaria, which focuses on specific, concrete objectives. He also talks about the formative aspect of telesecundaria, which is to provide students with the skills they need to live better and succeed in their next level of education. Olvera discusses the recent agreement between the Mexican government and the private sector to create a specific telesecundaria curriculum, and how it should be designed to meet the needs of students. He also talks about the importance of dialoguing with experts in order to ensure that telesecundaria is effective and provides the necessary skills for students to progress to their next level of education. Finally, Olvera addresses the misconception that he does not support telesecundaria because it does not focus on academic subjects. He explains that he is in support of telesecundaria because it helps students learn how to think for themselves and be more independent.
01:10:00 The presenter discusses how to consider what is possible in terms of telesecundaria, based on the 40th anniversary of the telesecundaria system in San Luis Potosí. He notes that there is a lot of knowledge and more benefit in employing a century-based approach. The presenter then gives a presentation on possible teaching methods for telesecundaria, including the importance of having a good relationship with students. He also touches on how telesecundaria has helped many students who would not have had access to education otherwise. The presenter thanks the master for his clear speech and for his contributions to telesecundaria. He also thanks the audience for their participation.