ICT & learning in Chilean schools: Lessons learned (original) (raw)

Enlaces: The Chilean ICT Experience in Education

This paper presents a concise overview of Enlaces, which is the ICT in Education initiative of the Chilean Educational Reform. Enlaces long term goal is to achieve the harmonic and widespread insertion and use of information and communication technologies into the Chilean educational system, and particularly, into every school's culture. At the core of the program's strategy to successfully integrate these technologies to improve teaching and learning opportunities for children in the public school system, lies the training and support offered to classroom teachers as well as the national infrastructure that supports these processes. After successfully incorporating more than five thousand schools over a period of seven years, the new challenges that Enlaces is facing are to increase rural coverage, to train all of the country's teachers, to improve and expand the technological infrastructure, to increase and update the educational content and services provided over the Internet and to incorporate information technology more fully into educational activities.

Achievements during the 90's of Chile's ICT in Education Program: an International Perspective

2003

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.

The end of Enlaces: 25 years of an ICT education policy in Chile

Digital Education Review

This article analyzes the reasons behind the end of the ICT in education policy (Enlaces) driven by the Chilean Ministry of Education for 25 years. The argument is that the institution that sought to give sustainability to this policy over time, ended up losing its ability to lead relevant responses to the educational challenges posed by the growing digitalization of the Chilean society. To develop this argument, first we describe the main characteristics, history and results of Enlaces until 2018, and second, we analyze the institutional development of Enlaces in light of the challenges posed to ICT in education policies in the world.

ICT in Education Policy and Practice in Chile: Does it correlate?

iea-irc.org

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?

Achievements during the 90's of Chile's ICT in Education Program: an International Perspective

2016

ICT in Chilean Schools: Students' and Teachers' Access and Use of ICT

Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2005

This paper presents the results of the analysis of the data from a national survey of the Chilean educational ICT infrastructure and its use in schools implemented by the Centre for Technology and Education of the Chilean Ministry of Education in 2004. Results show that the context of ICT use in Chilean schools can be characterized as relatively good, insofar as there are no first-order barriers for implementing ICT pedagogy. In this context, students' ICT use can be categorized based on four factors: communication, productivity, recreation, and communication with teachers. On the other hand, teachers' ICT use can be categorized using three factors: communication, teaching, and technical. Based on these factors and considering the availability and use of ICT in schools, the question remains how to make this time most effective for improving students' learning. Additionally, results show that students, on their own, spend a considerable amount of time developing activities described as communication. The question that arises from this finding is how to take advantage of these activities in order to meet teaching and learning aims. Regarding teachers, results open possibilities for redesigning professional development courses by taking advantage of what they already do with ICT.

Innovative uses of ICT in Chilean schools

Journal of Computer Assisted Learning, 2002

This paper presents some of the results of the study of seven cases of innovative pedagogical practices using ICT. The study was performed in the framework of the application of SITES M2 in Chile. The results are divided in two sections, the first presents a summary of each case, highlighting its innovative characteristics that serve as models of 'good practice' for Chilean teachers. The second part presents the results of the analysis of what teachers did in these cases; the impact on students; and the type of teaching and learning activities in use. Results show that these projects did not provide evidence of having impact on students' learning achievement as defined in the national curriculum. However, they show that students participating in these projects could learn other things, had the opportunity to develop abilities defined as cross-curricular and practised ICT related skills. The analysis of the teaching and learning activities highlights some deficiencies in the way that teachers implement new teaching strategies.

Teaching and learning activities in Chilean classrooms: Is ICT making a difference?

Computers & …, 2011

This paper presents the results of the analysis of teaching and learning activities in state subsidized schools in Chile. The study is based on the data collected through a national survey applied to all state subsidized schools (census) and a sample of private schools and examines teachers' and students' reported teaching and learning activities in general and with the use of Information and Communication Technologies (ICT). Additionally, it compares the frequency of these activities between primary and secondary schools as well as between a set of the highest and lowest performing schools.

ICT & learning in Chilean schools: Lessons learned (original) (raw)

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