Achievements during the 90s of Chile's ICT in education program: an international perspective (original) (raw)
Achievements during the 90's of Chile's ICT in Education Program: an International Perspective
2016
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.
ICT & learning in Chilean schools: Lessons learned
Computers & Education, 2008
By the early nineties a Chilean network on computers and education for public schools had emerged. There were both high expectancies that technology could revolutionize education as well as divergent voices that doubted the real impact of technology on learning. This paper presents an evaluation of the Enlaces network, a national Information and Communication Technologies (ICTs) and education initiative designed as part of a series of programs to overcome inequity and quality issues of public education in Chile, by integrating teachers and learners into the knowledge society. Data gathered and the results obtained in four major areas of educational policies -infrastructure, digital literacy, conditions of learning, and the impact on school learning of major national and international testsare presented and fully analyzed. The strengths and weaknesses of Enlaces as a visible component of the educational system and educational reform are also discussed. Enlaces has provided basic infrastructure tools, connectivity, ICTs, and teacher training to a huge number of schools, but critical results are narrow in terms of classroom learning and no additional competencies have been observed. Data and results are limited by structural bottlenecks in the educational and social system. Finally, the lessons learned after more than 15 years of implementing technology in Chilean schools are presented and fully discussed.
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?
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.
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.
Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana, 2020
The objective of this study was to characterize the modalities of integration of digital technologies into Chilean initial teacher training and to identify the variables associated with the adoption of a particular modality, based on the study programs of all Elementary and Secondary Pedagogy programs currently admitting students. A content analysis of the information available from all the elementary and secondary pedagogy programs, informed by the Ministry of Education of Chile (n = 225), was conducted in order to identify ICT content in the curriculum and the graduate profiles. We found that there were four modalities of integration: only in graduate profiles (16%), only in subjects (26.2%), in profiles and subjects (22.7%), and no integration (35.1%). We also found that these profiles were distributed homogenously, without differentiation in terms of tuition fees, years of accreditation, proportion of lecturers with a doctorate, specialty (elementary or secondary education), membership of the Council of Rectors of Chilean Universities, the ratio of computers to students, and the proportion of full-time lecturers. It was only possible to identify a significant difference by geographical location, where the north of the country shows a significantly higher proportion of non-integration. These results indicate that a high proportion of study programs do not integrate ICT at all, even at an introductory level, which, in the light of the discussion on public ICT policy in schools, can be interpreted as an inadequate starting point for the initiation of plans that require both advanced ICT skills and the development of skills for implementation in the classroom.
The Use of ICT in Educational Institutions in Paraguay and the Factors That Intervene
International Journal of Emerging Technologies in Learning (iJET)
Research in education has produced vast information about the use of technology for the development of classes around the world. In Paraguay, there have been in-itiatives that promote the use of technology in schools to enhance the teaching and learning process. The objective of this study is to examine the use and scope of ICT in the classroom and to better understand teaching experiences in secondary education in Paraguay. The methodology used was quantitative and qualitative by means of an online questionnaire with closed and open-ended questions consist-ing of 30 questions on access to and use of technology in the classroom, teacher skills and training, and level of institutional support. Results include three factors associated with the professional perception of ICTs and 7 factors associated with the degree of appropriation of ICT as well as factors related to teachers’ compe-tency levels and differences between rural and urban areas. These findings call for first of all a str...
This paper reviews the research literature concerning the pedagogical uses of digital technologies and the training and support offered to pre-service and in-service teachers internationally and locally in Chilean education. There have been significant efforts for integrating technology in teaching and learning for several decades in many countries across the globe. However, these learning activities with ICT seem to remain the same. This situation means that teachers keep the 'conventional' teaching practices that have persisted without the integration of technology. There has been an expectation that teachers change their 'traditional teaching practices' for innovative strategies in their integration of ICT in the classroom. This would lead them to an 'effective' technology use, which would also result in students' learning improvements. Teachers play a key role in reaching pupils' learning gains when using digital technologies in the classroom. Besides, the process of decision making on the choice and use of a particular technology in order to promote specific knowledge and skills is crucial. Despite the fact that most of Chilean schools have different technological resources and also that national policies have developed different programmes to support the integration of technologies in the classroom, it seems that there have not been significant changes in this matter. Although teachers recognise the pedagogical value of ICT, the attention is given in practice to the operational aspect of technology. This situation breaks the common assumption that having equipment and software available in the classroom will automatically enable teachers to use ICT effectively. Consequently, this paper claims that either pre-service or in-service teachers should have access to different learning opportunities that enable them to recognize the pedagogical value of ICT and, therefore, assess, design and incorporate such resources in their teaching practices. Also, it focuses on the recognition and development of their own pedagogical skills that can help them to decide their ICT uses with pupils. This work concludes with a discussion of the current uses of ICT in Chilean universities and schools and will suggest the aspects that need further research and pedagogic innovation to improve these uses.