ICT in education policy and practice in developing countries: South Africa and Chile compared through SITES 2006

Blignaut, A. Seugnet; Hinostroza, J. Enrique; Christo, J.; Brun, Mario

doi:10.1016/j.compedu.2010.06.021

Cited by 42 publications

(22 citation statements)

References 2 publications

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“…En este sentido, se puede afirmar que el modelo de política educativa TIC llevada a cabo influirá notablemente en la implicación del profesorado y en el uso didáctico de las herramientas tecnológicas en el aula (Alonso et al, 2010;Blignaut, Hinostroza, Els, & Brun, 2010;Colás & Casanova, 2010;Montero & Gewerc, 2010;Vanderyar, 2013).…”

Section: Discussionunclassified

Las macro-políticas educativas y el Proyecto de Educación Digital para la integración de las tecnologías desde la visión del profesorado

Díaz¹,

Berrocoso²

2017

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Resumen:Las administraciones educativas han realizado una relevante inversión económica para dotar a los centros educativos de infraestructuras digitales. No obstante, la investigación educativa demuestra que no ha habido un cambio significativo en las prácticas docentes. Las expectativas de innovación didáctica generada por la introducción de las tecnologías digitales no se han cumplido en el nivel esperado. En este artículo se analizan las «macro» y «micro» políticas educativas y sus efectos en los procesos de integración educativa de las TIC. Para ello se llevaron a cabo estudios de caso múltiples y se aplicó una metodología cualitativa-longitudinal en tres momentos diferentes. Se utilizaron técnicas de observación en el aula y entrevistas semi-estructuradas. El análisis de los datos se realizó por el método de comparación constante de la Teoría Fundamentada con apoyo en el software WebQDA. Los resultados evidencian la insuficiencia de las macro-políticas educativas para la integración de las tecnologías digitales. Es necesaria la elaboración por parte de los centros educativos de un Proyecto de Educación Digital que responda a unos objetivos pedagógicos compartidos por toda la comunidad educativa. Palabras claves:Tecnología Educativa, Política Educativa, Proyecto de Educación Digital, Educación Primaria. Abstract:The educational administration have made a relevant economic investment to equip schools with digital infrastructures. However, educational research shows that there has been no significant change in teaching practices. The expectations of pedagogical innovation generated by the introduction of digital technologies have not been fulfilled in the expected level. This article analyzes the "macro" and "micro" educational policies and their effects on the processes of educational integration of ICT. For this, case studies were carried out and a qualitative-longitudinal methodology was applied in three different moments. Observational techniques were used in the classroom as well as semi-structured interviews. The data analysis was performed by the constant comparison method of the Grounded Theory with support in WebQDA software. The results show the insufficiency of macro-educational policies for the integration of digital technologies. It is necessary the elaboration of a Project of Digital Education that responds to pedagogical objectives shared by all members of the educative community.

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Section: Discussionunclassified

Las macro-políticas educativas y el Proyecto de Educación Digital para la integración de las tecnologías desde la visión del profesorado

Díaz¹,

Berrocoso²

2017

red

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“…campaign. Internet Segura is a part of MoE's broader Enlaces ("Links") program, a national public policy that seeks to provide educational resources and digital infrastructure to public schools in Chile (Blignaut, Hinostroza, Els, & Brun, 2010). The initiative's digital citizenship framework emphasizes the protection of young people online, addressing concerns around protecting one's privacy and security, and online bullying.…”

Section: Bound To the Term "Digital Citizenship"mentioning

confidence: 99%

Youth and Digital Citizenship+ (Plus): Understanding Skills for a Digital World

et al. 2020

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“…Several studies have revealed the utilization and characteristics of ICT on the basis of location, since in many cases; location limits the applications of ICT. The impact of introduction of ICT for economic growth and human development has been analyzed by the authors in [10], [11] and [12]. Peeraer and Van Petegem [13] explained that province provides a warning on the additional impact of appropriate parameters at the teacher education level on ICT usage.…”

Section: Related Workmentioning

confidence: 99%

ICT Utilization and Improving Students Performance in Higher Education

Pathak¹,

Raja²,

Sharma³

et al. 2019

IJRTE

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Nowadays, higher education providing institutions depend upon Information and Communication Technologies (ICT) for all purposes like teaching, administration, learning and other research related works. ICT is found to be a major resource for bringing competitive growth for an organization. In general, the use of ICT in higher education institution plays a vital role in providing modern learning approaches. Further, the utilization of data mining in ICT can predict the performance of students and offer a way to improve it. This paper identifies the usage of ICTs among higher graduates and the impact of parameters such as gender, area of interest as well as name of the university. In addition, data mining based ranking algorithm is introduced in order to analyze the performance of students. The evaluation results show that the use of ICT in higher education provides technological improvements and these enhancements are associated with factors such as gender, area of interest as well as university. Moreover, the ranking algorithm can easily evaluate the ICT based performance of higher education institutions.

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ICT in education policy and practice in developing countries: South Africa and Chile compared through SITES 2006

Cited by 42 publications

References 2 publications

Las macro-políticas educativas y el Proyecto de Educación Digital para la integración de las tecnologías desde la visión del profesorado

Las macro-políticas educativas y el Proyecto de Educación Digital para la integración de las tecnologías desde la visión del profesorado

Youth and Digital Citizenship+ (Plus): Understanding Skills for a Digital World

ICT Utilization and Improving Students Performance in Higher Education

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