Techno and Processual Models in Education: A Detailed Analysis

**Techno Model in Education**

**Characteristics and Derivation**

The Techno Model is based on the achievement of objectives, which are formulated as observable behaviors. It gives greater importance to the objectives, while the process has a relative value.

• Characteristics: Expressed in terms of observable behavior, it obviates the subjective processes that can be activated during the task. It is posed as a whole, aimed at improving assessment, and serves as a reference point for evaluating its effectiveness with the fullest concretion, quantitatively.
• Derivation: Defines the operating range objectively to target general objectives.
• Specification: Specifies the content to attain an objective at two levels: specific and operative.

**Application in Spain**

• General Objectives: Define the general objectives and approach to specific targets.
• Specific Objectives: Derived from the previous general objectives, they represent the knowledge the student must reach.
• Operational Objectives: Involve analysis and fragmentation, specifying behaviors.

**Essential Components of Operational Objectives**

• Must specify behavior with action verbs.
• Describe the conditions under which the behavior is given.

**Criticisms of the Techno Model**

• Teacher and Student Roles: Critics argue that the model positions the teacher as the sole expert, creating a structured and simplistic scheme.
• Limits Professional Creativity: The model presupposes limits on professional creativity, emphasizing technique over other aspects.
• Closed Sequences: Operational objectives often generate closed sequences, tending to make the curriculum instrumental.

**Processual Model in Education**

**Focus and Responsibilities**

In the Processual Model, the professor assumes new responsibilities and is considered capable of developing their own program model. This model cares about adapting the teaching-learning process to how the student processes information. The objective is to guide the student.

**Formulation of Objectives**

General objectives are formulated based on educational values expressed in relevant terms. These include five areas: cognitive, affective, motor, social inclusion, and respect for different interpersonal areas.

**Levels of Objectives**

• Stage Objectives: Declaration of intentions by the administration for students. Teachers base their work on these objectives, referring to the capacities that are worked on in all curricular areas. They aim to achieve and fulfill three objectives: define goals to achieve, select content, and serve as a benchmark for evaluation.
• Area Objectives: Greater level of specificity of skills, more accurate, to contextualize stage objectives.
• Didactic Objectives: Allow teachers to plan their classroom practice more accurately. These goals are an immediate guide for assessment and educational intervention. They represent the situations in which students manifest learning.

**Core Principles**

The Processual Model is based on the teaching-learning process and on goals in teaching. These goals are a guide to achieving the desired outcomes. The model prioritizes the process over the results and does not focus on research.