The fifteenth century was a time of creative ferment in the history of our civilization. In the middle stage Renaissance invented the very close future helicopters and flying machines are conceived drawing in perspective with the introduction of a new axis in the plane structure, adding depth to the sketches and architectural schemes, the popular Construction the first model of the Gutenberg printing press and with it the impression, I hardly dare say-editing more than one book a month quickly and Modena Renaissance! With these and other wonders of human invention knowledge took its first steps becoming more popular, more accessible, closer to people. However, a century later in the same press created in the workshop of Gutenberg, Machiavelli published The Prince declaring that "there is nothing more difficult to carry out anything whose success is more doubtful, nothing more difficult to manage that the fact initiate a new order of things. The reformer has enemies in all who benefited from the old order and only lukewarm defenders by those who would benefit by the new order. " Human beings are inherently paradoxical.
For many historians, now we have a new flowering of innovation and Renaissance court. Each time we learn more about brain function, or emotions and concentration, we are connected to the world at just a click away and have access to a wealth of information network. These changes, to mention the fundamentals are present in day to day, changing our relationship and the way we think or how we learn. However, today as in the past, there are "Machiavellian" who took advantage of the media critics, broadcast messages. To a greater or lesser extent we are all aware that we live in a world governed by the sense of change, born in the speed of inventions that overwhelm us. This feeling of uncertainty, such as dizziness, vertigo produced by the skyscrapers, is clear evidence of progress disappointment, a disappointment to innovation played in many institutions, including schools. The "Machiavellian" in this stunned by the rush of progress, relate the rapid changes that spill into the environment with the fear of change in themselves and in institutions. Adaptation and flexibility, ie, the response to change are probably the most important elements that leaders must foster in your organization. The challenge for institutions able to adapt to these rhythms is crucial, especially when it comes to the school that is educating the future that awaits us all.
In a recent interview, Maalof Amin said that "the disturbances we are enduring are the effects of cultural and civilizational exhaustion we lived" . At the same time, Edgar Morin has made two crucial factors in this line. The first factor is called "developer" and the other "filmmaker." For the first witness to a reality that did not know previously, the second is triggered by "a movement of forces and not just decay, disruption and destruction, but forces of change that provides the right moment for innovation, construction and inventions" . When everything changes one must learn to unlearn. The school is the first institution and social organization that receives humans. The schools are the main creators of human institutions. We are the creators of the future. Everything that happens in the future is happening today in our classrooms. Think of the future in the society in which our students will grow. We need to prepare students for the world we will live and the world begins in the organization of our institutions. How to organize and plan the structure of our education is the essence of our institution that our education comes from the center. How we organize ourselves is a reflection of how we are. What forces of innovation, progress and change are affecting the way we organize our schools? One inevitably faster the information revolution. Almost everyone is sure that is taking place with unprecedented speed and its effects will be more radical than anything that has happened before. Both in its speed and its effects, the information revolution mysteriously resembles its two predecessors ... Paseémonos by the dawn of a couple of centuries after the Renaissance. In the first industrial revolution, James Watt improved the steam engine in the mid-1770, but this progress did not produce many social and economic changes until the invention of the line railway in 1829. Similarly, the invention of computers in the mid 1940's, was 40 years later, with the expansion of the Internet in early 1990, which initiated the information revolution to achieve great economic and social changes. We are called to communication. New technologies are information technologies and communication. Through interpersonal and institutional relations between educational institutions, schools socialize, share information, experiences and experiences, join forces and flow into a large formal knowledge platform that improves the whole institution. And so as innovation occurs when knowledge flows is exchanged and combined. Innovation is not fed by the storage of knowledge, but his constant movement. We are called to create networks of schools. The evolution of our institutions is sharing and communicating. We need educational communities.
Worldwide, every economy is connected with the rest, all are linked networks in many ways, including financially, other people and places that may not ever visited. The future is in the network and network share. No knowledge of complex networks without the network, there is no improvement on the stage of the global world is not of the interconnections of globalization, there is no advance in knowledge unrelated science. Today no means work individually: the global world in which we live calls us to collaborate on the one hand, with other institutions, to build bridges to strengthen the work we do. The management of innovation in education today is a process, first, organization and this organization is embodied in the experience and relationships between institutions. The bricks of these relationships between institutions are in turn, the relations between the teams, equipment ownership and educators. No institution is better than the sum of the teachers or the management teams that compose it and in fact, in many cases, the collective is smarter and more likely to ensure success, the work or ideas of the most intelligent person group. The design of the organization and method of operation of an educational institution directly affect their ability to innovate, so the middle column of the schools are improving organizational processes embodied in an educational project to set key lines create its own organizational culture of each institution; because what counts is the way and the direct involvement of management teams and teachers, rather than the end point in this sense, organizational culture is extraordinarily important.
Finally, innovative educational institutions to expand their knowledge base and displaying it in new directions. This means test and daring internally and create conditions conducive to the learning of individuals. Schools can only improve as they do their teachers and then only if we create the institutional conditions to promote good relationships and respect the teaching profession and the membership of our centers. I am convinced that our schools have teachers who want to talk and present their findings and experiences, ultimately, grow and share their experiences. The training of teachers should focus on practical skills , migrating from the theoretical to skills development under the support of the management teams that can make even the functions of "coaches" at conferences and in the classroom. The creation of a network of centers allows us to create a model of support and professional advice with faculty, and network management teams give meaning to the term teaching career and the creation of models of supervision, support and coaching among teachers and trainers of trainers.
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