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.

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.

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.

The Level of ICT Use and Expertise by Teachers in Chilean Secondary Schools

2008

This paper presents the results of the third phase of a doctoral research carried out during the period 1999-2005. In this third phase (year 2002) data were collected in six secondary schools in the province of Ñuble, Chile, through multiple methods. The aim of this phase was to measure the level of ICT use and perceived expertise attained by secondary school teachers. Questionnaire data were used to measure teachers' level of use and perceived expertise of specific ICT types. The results showed that teachers' levels of ICT use (n=74), in terms of frequency and range of software types being used, were varied but tended to be low. Regarding teachers' ICT expertise, teachers reported varied levels, with teachers perceiving themselves as having sufficient knowledge for undertaking basic tasks or good overall knowledge. The majority of teachers (n=60) perceived that they had attained a high level of ICT expertise in the use of computer skills in general and word-processing in particular, but not in many other applications. The results of a bivariate analysis showed a weak but significant statistical correlation between the variables 'level of ICT use' and 'perceived ICT expertise' for all types of ICT combined and spreadsheet software, meaning that having reportedly achieved high levels of ICT expertise did not necessarily lead to frequent and extensive use of ICT in teaching, but can partly explain the differing levels of ICT use and perceived expertise.