Juan Hinostroza - Academia.edu (original) (raw)

Papers by Juan Hinostroza

This paper presents the main results of a national survey of the Chilean educational ICT infrastr... more This paper presents the main results of a national survey of the Chilean educational ICT infrastructure and its implementation in schools, and it puts these results in an international perspective. The survey was carried out in 1999 and its design followed the guidelines of the international SITES M1 study, sponsored by the IEA. In general terms, the results presented in this report place Chile in quite a good position in the international ranking with respect to several indicators related to ICT in education, especially in teacher training. Moreover, on many indicators Chile's results are similar or even better than the ones shown by developed countries such as Japan, Italy and France. Also, they show some challenges related to the provision of infrastructure (hardware) and ICT resources (software), particularly in primary education. Finally, they show opportunities for deepening further the instructional use of ICT in schools.

Technology, Pedagogy and Education, 2021

ABSTRACT Studies show that students and teachers frequently use the internet for learning and tea... more ABSTRACT Studies show that students and teachers frequently use the internet for learning and teaching, but that both lack the skills necessary to utilise it effectively. The authors designed an intervention to develop teachers’ information search skills and improve the information problem-solving using the internet (IPS-I) tasks that they implement with their students. Twenty-one Grade 7 teachers participated in a blended learning workshop and implemented IPS-I activities in their courses using a specially designed internet search engine. The results show that teachers improved certain search strategies and the IPS-I tasks that they implemented by conceiving of the internet as a tool for learning. They incorporated objectives associated with the development of students’ higher order skills, included question development steps in the tasks, and monitored students’ search activities and products. The authors highlight the aspects of the internet search software that contributed to these changes and opportunities for teacher training programmes.

ICT-Supported Innovations in Small Countries and Developing Regions, 2017

The widespread availability and use of ICT in society, in general, is leading teachers and studen... more The widespread availability and use of ICT in society, in general, is leading teachers and students to use these tools to complement their teaching and learning processes outside the traditional classroom context. However, the evidence shows that many students and teachers lack the digital skills needed to make effective use of these tools; which limits their potential impact, can have negative consequences for students’ learning, and can increase educational inequalities, especially in developing countries. Against this backdrop, based on a literature review of international studies and ICT in educational policies of developing countries, this chapter presents and discusses the challenges to ICT in education policies that this new scenario poses, including the definition of the set of digital skills that teachers and students need to acquire, the integration of these skills in the curriculum, the design and implementation of strategies to ensure that teachers and students develop these skills, and the design and implementation of pedagogical methods that take advantage of these skills in the teaching and learning of traditional subject areas. Based on this evidence, the chapter highlights the challenges and opportunities to address.

Thesis (Ph. D.)--University of London, 1999.

El objetivo de este trabajo es describir un método para desarrollar software educativo. El método... more El objetivo de este trabajo es describir un método para desarrollar software educativo. El método descrito se está aplicando y perfeccionando en el proyecto Enlaces, actualmente en ejecución en la Universidad de la Frontera y que es parte del programa MECE del Ministerio de Educación de Chile. El proyecto Enlaces está instalando una red de escuelas primarias y secundarias urbanas y rurales en Chile, entre los años 1993 y 2000. 10 Informática Educativa, 9 (1), 1996 Educación, que es un esfuerzo integral para mejorar la equidad y calidad de la educación en Chile 1. El Proyecto Enlaces comenzó oficialmente en marzo de 1993 y a mayo de 1996 alcanzó la conexión de, aproximadamente, 200 establecimientos educacionales a través de la red INTERNET. Dichos establecimientos están localizados en 7 regiones de Chile, aunque principalmente en la IX región de la Araucanía. Adicionalmente, se estableció una sólida base técnica para permitir el crecimiento descentralizado a partir de 1996, en que se integrarán aproximadamente 300 nuevos establecimientos al Proyecto. Cada uno de los establecimientos recibe equipamiento, software educativo, capacitación inicial y asistencia técnica periódica ya sea durante visitas, por medio de la misma red ya través de material de apoyo. El equipamiento es incorporado gradualmente, focalizando en el trabajo del profesor. El proyecto Enlaces ha desarrollado el software "La Plaza", un programa con una interfaz humano-computador muy simple de aprender a usar, que permite acceder al computador, ya sea para utilizar software educativo y software de apoyo a la administración escolar o bien para aprovechar las comunicaciones, participando en proyectos educativos y entregando y obteniendo información a través de la red INTERNET. Como se ha dicho, una parte del material que se les entrega a las escuelas de la red es software educativo. Este software es, en su mayoría, construido en el Centro de Informática Educativa, debido a la falencia en el mercado de productos en español que satisfagan las necesidades particulares de estas escuelas. Este trabajo es una sistematización de la experiencia adquirida durante los años 1991 a 1995 en la construcción de al menos 30 productos de software multimedial. De estos, 10 han sido entregados para evaluación y uso en las escuelas de la red.

Education and Information Technologies, 2015

ABSTRACT Teachers’ use of ICT has mainly focused on their use in classroom context and few studie... more ABSTRACT Teachers’ use of ICT has mainly focused on their use in classroom context and few studies have focused on their use elsewhere. Attempting to fill this gap, this paper presents a case study of 12 secondary teachers characterising their use of ICT in and out-of-the-classroom. Results show that teachers use these tools inside the classroom for presentations and support some instructional strategies and outside the classroom for lesson preparation, administration and communication, and design of students’ assignments with ICT. However, the analysis of the specific characteristics of these activities shows that beyond these apparently good purposes of ICT use, the quality of the characteristics of the activities is heterogeneous, which can have implications in the effectiveness of the use of ICT in teaching and learning. Based on this, we suggest that in order to take full advantage of the teaching and learning opportunities associated to use of digital tools in education, there is a need to develop teachers’ and students’ digital skills, specifically those associated to searching and selecting information available in the Internet, and developing and presenting information products.

Computers & Education, 2012

This paper describes a study that evaluates fifteen-year-old Chilean students Information and Com... more This paper describes a study that evaluates fifteen-year-old Chilean students Information and Communication Technology (ICT) skills. The paper presents an operational definition of ICT skills, an instrument measuring these skills as well as the students' results in the test. The definition of ICT skills used considers Chile's curricular framework, functional and cognitive skills. Specifically, ICT skills were defined as the capacity to solve problems of information, communication and knowledge in digital environments. A performance-based assessment was designed in a virtual environment to measure these skills. The analysis of the results showed that the majority of students were able to solve tasks related to the use of information as consumers, i.e., approximately three quarters of the students were able to search for information and half of them were also able to organize and manage digital information. Additionally, they show that very few students were able to succeed in tasks related to the use of information as producers, i.e., only one third of the students were able to develop their own ideas in a digital environment and less than one fifth were able to refine digital information and create a representation in a digital environment. Socioeconomic group, access, daily use and confidence in doing ICT-related activities were all positively associated with higher scores, showing the need to implement strategies to compensate this inequality, possibly by explicitly defining these aims in the national curriculum.

Digital Education Review, 2010

Resumen This paper presents the main results of a national survey of the Chilean educational ICT ... more Resumen This paper presents the main results of a national survey of the Chilean educational ICT infrastructure and its implementation in schools, and it puts these results in an international perspective. The survey was carried out in 1999 and its design followed ...

TechKnowLogia. Disponible en: www. …, 2002

Many aspects of the Chilean Educational Reform are similar to other reforms in the world: new cur... more Many aspects of the Chilean Educational Reform are similar to other reforms in the world: new curriculum, better infra-structure, text books, more teacher training, more learning time at school, etc. Nevertheless, there are some particular aspects of the Chilean context in the ...

World Bank Education …, 2004

This document offers examples and insights on a number of issues that are relevant to policy-make... more This document offers examples and insights on a number of issues that are relevant to policy-makers in developing countries. A particular effort has been made to demonstrate that introducing ICT into the schools, without a proper staff development plan and without a ...

Contiene: Introducción -- Evolución de las políticas educacionales en Chile (1980-2009) -- Enlace... more Contiene: Introducción -- Evolución de las políticas educacionales en Chile (1980-2009) -- Enlaces: Contexto, historia y memoria -- Políticas de infromática educativa para las escuelas. Elementos claves para su diseño -- Las políticas de TIC en las políticas educativas latinoamericanas -- ¿Nativ@s digitales o aprendices del nuevo milenio? Educación y TIC e la experiencia de los alumnos -- Cuatro formas de incorporar las TIC a la enseñanza del aula -- Las TIC en la formación inicial docente: una revisión de la experiencia Chilena -- Enlaces en el sistema escolar chileno: evolución de sus cifras -- Condiciones para el uso educativo de las tecnologías digitales -- Impacto de las TIC en educación: Evidencia nacional e internacional -- Enlaces al futuro: La política de informática educativa en los próximos años -- Bibliografía y fuentes -- Glosario.

Educational Technology & Society

This paper presents the most relevant results from a national study about the availability and us... more This paper presents the most relevant results from a national study about the availability and use of ICT in 46 Initial Teacher Education institutions in Chile, implemented during 2009 as part of the OECD (Organization for Economic Cooperation and Development) international project "ICT in Initial Teacher Training." Main findings show an overall favorable context for the pedagogical use of ICT in such institutions, in terms of ICT infrastructure, support, policies and teachers' self-reported ICT related skills. In addition, teachers report a quite frequent use of some ICT resources, giving a high importance to students' learning of ICT. However, ICT integration is limited to a few specific resources (mainly computers and projectors), mostly applied to perform "traditional" pedagogical activities. Therefore, the expectations about the improvement of teaching and learning in Teacher Education in Chile through the integration of ICT, are not been fulfilled y...

The 4th IEA International Research Conference (IRC-2010), 2010

SITES 2006 was an international comparative survey on ICT in education aimed at examining the ext... more SITES 2006 was an international comparative survey on ICT in education aimed at examining the extent of technologies integration in schools and classrooms, and identifying factors contributing to effective inclusion of ICT into learning and teaching. The study administered questionnaires for school principals, ICT-coordinators and math and science teachers. SITES 2006 also administered a national context questionnaire including four clusters of system level questions, viz demographics, education system, pedagogical trends, ICT-related policies. The rationale for this questionnaire was that it is reasonable to expect what happens in schools and classrooms, reflects system-level policies. Data from this questionnaire assist in interpreting patterns at school and classroom level. This paper is one of a set of three case studies of countries that participated in SITES 2006 (namely Chile, South Africa and Australia) all addressing the general question: to what extent are national ICT-related policies implemented at the school and classroom levels and what factors enable this implementation? In this framework this paper presents the main results of Chile in the SITES2006 study regarding the presence of traditional and innovative pedagogical practices with and without ICT in schools, and analyses to what extent factors affecting the implementation of these practices that were found in the international study (i.e. infrastructure, technical and pedagogical support and ICT-related vision) are affecting-or not-the national results. Based on this, the paper also reviews to what extent Enlaces, the Chilean ICT in Education policy implemented since the last decade, has contributed to sustain these results.

Computers & Education, 2013

This paper presents the results of survey of the availability and use of computers in a preschool... more This paper presents the results of survey of the availability and use of computers in a preschool sample in Chile, and compares them with similar results of primary and secondary schools. Results show that although preschools have relatively low access to computers and teachers have relatively low ICT competencies, they declare similar ICT related obstacles and impacts compared to their colleagues in secondary schools. Also, results show that preschool students seem to use computers in the classroom more frequently than their peers in primary and secondary schools and that the activities they implement are focused on developing key curriculum related areas implementing tasks that can be associated to the exercising of key competencies and skills. This specialised use of computers in preschools, which is much more focused than the activities with computers reported by teachers in higher levels, could be explained by the relative low variety of educational software available in these preschools, the availability of the computers in the classroom rather than in labs; the special type of teaching and learning activities implemented at this age level and/or due to the relative lack of teachers' ICT competencies. On the one hand, these results highlight the need for further research, and on the other, it constitutes an interesting lesson for policy designer that tend to advocate for considering computers as "multipurpose" technologies that should be used across subjects, levels and teaching strategies. In this case, computers seem to play a very specific and concrete role in preschools classrooms that, eventually, contributes to improve students' outcomes, which highlights the potential of considering the use of computers, software and other technologies to improve specific subject areas at particular levels while designing ICT in education policies for this age group.

Computers & Education, 2010

This paper presents a comparison between South African and Chilean results on SITES (Second Infor... more This paper presents a comparison between South African and Chilean results on SITES (Second Information Technology in Education Study) 2006 study, aiming to show and discuss both disparities and similarities, and trying to explain them through an analysis of their ICT in Education policies and national contexts. Firstly, these policies and contexts portray national backgrounds and initiatives. Secondly, methodological approach is described (a secondary analysis of the international data consisting in a twoway statistical analysis to calculate significant differences between South African and Chilean results, but also including some specific references to the northern hemisphere countries). Thirdly, main results are shown, organized in five sections: a) access to ICT resources; b) support to teachers; c) teachers professional development; d) principals' pedagogical vision and e) teaching and learning practices. Results of the analysis show that most of the disparities between both countries can be explained through differences in their national contexts and corresponding ICT in education policies (particularly those related to ICT equipment provision and teachers professional development programs) as well as due to their implementation period. These conclusions might be particularly useful to policy-makers in South Africa and Chile, highlighting some areas where improvement plans could be implemented.

Education and Information Technologies, 2018

Many studies show that a large percentage of students lack the digital competencies to solve info... more Many studies show that a large percentage of students lack the digital competencies to solve information problems using the internet. To address this problem, researchers have developed models to structure the process. However, we maintain that it is first necessary to understand how students actually search for information online when solving an information problem and compare their behaviours with the available literature. To do this, we collected and analysed the data on a laboratory setting of 41 students while they solved 16 information problems using the internet and expressed aloud what they were thinking whilst solving them. We identified 21 categories of actions, grouped into 9 activity types associated with four information search processes, showing that some of the students' stereotyped search behaviours are in fact conscious decisions based on the requirements of the task and the answers found. The results also show that searching for information on the internet can not only vary depending on the task's requirements, but also on the number of iterations students need to perform to reach an answer. These findings provide some evidence that challenge the assumption that students simply lack the competencies to search for

Abstract: This paper explores the consequences for the design, development and evaluation of educ... more Abstract: This paper explores the consequences for the design, development and evaluation of educational software of a model of understanding information technology based upon teachers' concepts and beliefs about this technology. The model was the result of a case ...