QUALITY EDUCATION IN THE DIGITAL AGE - United Nations

Q U A L I T Y E D U C A T I O N I N T H E D I G I T A L A G E

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Q U A L I T Y E D U C A T I O N I N T H E D I G I T A L A G E - An opportunity for cooperation for UNESCO in Latin America and the Caribbean

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The Economic and Social Council (ECOSOC) serves as the

central forum for discussing international economic and social

issues, and for formulating policy recommendations. Global

preparatory meetings, regional consultations and national

reviews are essential to prepare the Annual Ministerial

Review and Development Cooperation Forum, which

ensures a comprehensive, qualitative review of progress in

implementing the MDGs.

This is an internal working paper for the Regional Ministerial

Meeting for Latin America and the Caribbean, 12-13 may,

2011, Buenos Aires.

Prepared by the Regional Bureau of Education for Latin

America and the Caribbean (OREALC/UNESCO Santiago).

This document has been traslated without formal editorial

revision

Design

Maite Urrutia


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TABLE OF CONTENTSFOREWORD 5

INTRODUCTION 7

1. CONTEXT 9

1.1 Thedigitalrevolution 91.2 Learnersofthenewmillennium 91.3 Newrolesintheschoolsystems 101.4 Theinformationtechnologyineducationterritory 102. INFORMATIONTECHNOLOGYINEDUCATIONPROPOSALS OFLATINAMERICANANDTHECARIBBEAN 13

2.1 AnalysisofITEproposalsinLatinAmericaandtheCaribbean 132.2 ComponentsofITEPolicyinLatinAmerica 152.3 Lessonslearned 17

3. UNESCO’SVISIONONTHEROLEOFICTINEDUCATION 19

3.1 Generalvision 193.2 UNESCO,InformationTechnologyinEducation, LatinAmericaandtheCaribbean 20

4. PROPOSALSFORLINESOFACTIONFORUNESCO INLATINAMERICAANDCARIBBEAN 25

5. BIBLIOGRAPHY 31 APPENDIX 33

Anexperienceinregionalcooperation(RelpePolicyNetwork) 35


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FOREWORDThe Latin America and the Caribbean regionhas made monumental efforts to incorporateInformation and Communications Technology(ICT) as part of national education systems.Countries are considering strategies as varied asequippingeducationalestablishmentswithdigitalinfrastructure, connecting schools to Internet,incorporating computerized school managementsystems,revisingnationalcurriculum(incorporatingnew, higher order digital competencies) or acombinationofallofthesestrategies.

A decade ago, the region began to substantiallyincrease its investment in hardware and trainingof students and in-service g teachers, initiatives- that focused on classroom teachers and schoolmanagementstaff.Inquantitativeterms,thisledtomodificationoftheequipmentavailabilityindicator,shifting in the last six years from“computers perschool” to“computersperstudent.” In theregion’smostdevelopedcountries,thisindicatorhasattainedratesapproaching10studentspercomputer.Moresignificantly, Uruguay, certain rural zones of PeruandpilotcitiesofBrazilhaveembarkedonmodelsofonelaptopperstudent.

This issue is so widespread that it cannot gounnoticed by officials or agencies with somemeasure of responsibility in education in the 21stCentury.

However,noconsensusexistsyetinregardstotheimpactofdigitaltechnologyonstudentlearning.Asignificant number of experts insist that the newtechnology improves the learning environment.Theysayitcreatesamoreeffectivesetting,motivatesstudentsandevencontributestothedevelopmentof what have been termed fundamental 21stCenturyskills (21stCenturySkills,2002).When thetechnologies are adequately integrated, evidence

suggestspositiveeffectscanresultinthesciencesaswell(Cox.et.al,2003;Harrisonet.al.2002).Drawingon PISA 2006 data, the Economic Commission forLatin America and the Caribbean (ECLAC, 2011)identifiesadegreeofpositiveassociationbetweenthetypeoftechnologicaluseandtheperformanceof secondary school students in the area of thesciences, inUruguay, Colombia andChile. Anothergroupofexperts,nolessimportant,arguethattheevidenceavailablesofarisinsufficienttoassertthatdigital technologies have any effect on educationquality(Cuban,2001).

Considering the lack of clarity even as to whichindicatorsarerelevant,thedebatewhichhasgrownin recentyears is likely topersistbeforeamassingevidence and building agreements on the issueof the impact. Meanwhile, digital technologies inall their different formats do not cease to invadeschools, classrooms, and the different spaces inwhich students spend their lives. Clearly, digitaltechnologyisheretostay.

Given the inevitability of this “invasion,” certainfundamental questions ensue, pressing foranswers, evenwhile the debate persists:How canwe harness technologies to improve educationquality through public policy in education thatincludesorfullyincorporatesdigitalagendas?And,howcanweemploy thesepolicies to improve theprocessesthatshapeeducationquality?Thisleadsustothecorequestion:howcanthesetechnologiesincrease pedagogical process productivity in theclassrooms?

This document – drafted jointly by the UNESCORegional Office for Education in Latin Americaand the Caribbean (OREALC) andUNESCO’sOfficein Brasilia (hereinafter, UNESCO LAC) - hopes tocontribute to the current discussion and search


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foranswers to thequestionsnotedabove. Indeed,UNESCO LAC has spent a good while consideringitsowncontributiontoICTforeducationqualityinthe21stcenturyregionally,bothonthenationalandregional levels.Notable examples are the analysisbyTeresaLugoof IIPE inBuenosAires (Lugo:2010)and the InternationalSeminar“Impactode lasTICen la Educación” (“Impact of ICTs on Education”)held inBrasilia (UNESCO-LAC, 2010).That seminar,convened by theUNESCOOffices of Santiago andBrazilinApril2010inconjunctionwiththeBrazilianGovernment,reachedthefollowingconclusion:

“Questions about incorporation of ICT in the schools do not refer to the greater or diminished effectiveness these have shown thus far as learning tools; instead, they ask how, in what way, the digital revolution and its effects on productivity can be incorporated as part of the work that goes on in the classroom and the school.” (Schalk, 2010) (The underscoring is ours.)

Aftertheseminar,commissionsfrombothUNESCOoffices have continued to encourage reflectionregionally with a wide range of groups, includingsomeoftheleadingfirmsofthetechnologysector.Consequently, the document that follows is asynthesis of themajor ideas that emerged in thedifferentdiscussion forums inwhichUNESCOhasparticipated. In this paper we propose a regionalaction framework on the issue of ICT inclusion ineducation. Input from everyone who wishes tocontributetothedebatewillenrichthisdocument.

Forthispurpose,anonlinediscussionforumwillbeset up. Please visit www.unesco.org/santiago [email protected].


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INTRODUCTIONThisdocumentpresentsproposalsforcollaborationintheareaofdigitaleducationpolicyfromUNESCO’stwo offices in Latin America: the Regional Officefor Education in Latin America and the Caribbean(UNESCOOREALC)andUNESCOBrasilia.Overayearago,UNESCOstaffofbothoffices,withsupportfromconsultantMr.DidierdeSaintPierre,togetherwithother institutions and people, began developingrecommendationsintendedtogivegreatervisibilityto themajor problems school systems face in thefull and effective utilization of digital technologyin the classroom. These have become UNESCO’sproposalsforcollaborationintheregion.

Thus, in section 1, this paper describes thecontext of technological change globally, andhow this affects students, educators, and schoolsystems. It will describe a territory, an instancefor social, technical, and political practice, knownas “information technology in education,” whichrequires public policy to support achievement ofqualityeducation.

In section 2, the document presents a synthesisof the various IE proposals undertaken in specificprogram and projects in the Region. The sectionconcludes with a description of the essentialcomponentsofInformationTechnologyinEducation(ITE) policy, lessons learned, and, in section 3,highlights UNESCO’s proposals at the global levelandproposalsforimplementationinLatinAmericaandtheCaribbean,asopportunities tocollaboratetoachievequalityeducationforallintheregion.

Itisimportanttonotethatthisisanadvanceversionof the discussion paper and, given our interest inencouraging input from various stakeholders andpartners,thispapershouldbeconsideredaworkinprogress.


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I. CONTEXT

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Education has been regarded, for a long time, as theforemostlinkthatarticulatesculturalintegration,socialmobilityandproductivedevelopment.Abroadconsensusexiststodaythateducationisthat“greatlink,”however,and despite efforts exerted in recent decades, LatinAmerica’seducationsystemscontinuetofacesignificantstructuralproblemsthathampersexpansionofqualityeducation inall countriesof the region.Nearly 50%ofLatin America’s population between 5 and 19 years ofage,which ECLAC estimated atmore than 150millionin2005,areexcludedfromformaleducationalsystems,with access only to schooling so inadequate that fullintegrationinthemoderneconomyisnotpossibleandevenputsthematriskofbelongingtothosesegmentsof the population that remain below the poverty line(ECLAC).

Moreover, education models and curriculum contentshavecomeunderfire.Infact,thesesystemsweredesignedtomeet thedemandsofasocietyquitedifferent fromtoday’s knowledge societies. The sweeping changescontemporarysocietieshaveexperiencedplaceindoubtwhatshouldbetaughtandhowstudentsshouldlearn.

1.1 The digital revolution

We live in times of tremendous technologicaltransformations that profoundly alter humanrelations. Access and thegenerationof knowledgehavebecomethedrivingforcesbehinddevelopment.The modes of connectivity are at the heart ofprocesses of change in the economic, political,and cultural spheres, which have given way towhat is known as “globalization.” People becomeinvolved in new forms of participation, socialcontrol and activism through social networks1.Thenetwork-based participation enriches democracies,

comprising a newworld order accentuated by theemergenceofcybercitizenship,withfargreaterforcethanconventionalcitizenshipeverhad.Theimprintof digital technology is felt in every area of socialactivity,andjoinsforceswiththechangesthathavetakenplaceintheworkplace,familyandeducation,amongothers.Thispromptsthequestion:areschoolsystems preparing children for such changes orare theymerely passive receptors of the effects ofchange?

1.2 Learners of the new millennium

Paralleltothesituationdescribedaboveorpossiblyasaresultofit,thenewgenerationsexperiencedigitaltechnologyintensely,tosuchanextentthatitappearsto alter their cognitive skills. Indeed, these youngpeople have not known a world without Internet;for them, digital technology has shaped a majorportionof their lifeexperience.Theyaredevelopingdifferentskillsandhabits:theyacquirevastamountsof information outside of school, they are quick tomakedecisions,theyareusedtoreceivingresponsestotheiractionsalmost instantaneously, theyhaveasurprising capacity for parallel processing, they arehighly proficient inmultimedia and they appear tohaveadifferentwayof learning (OECD-CERI,2006).Such changesposeotherquestions. Specifically, arecurrent pedagogical models useful in motivatinglearning? How can schools “capitalize” on thecapacitiesandabilitiesofthesenewlearners?

1.3 New roles in the school systems

Thetrendsdescribedaboveexertimmensepressureuponschoolsystems,whichstruggletoadapttothe

1 Thereisevidencethattheseweredecisiveineventsthatoccurredin2011theMiddleEastandNorthAfrica.Also,theroleitplayedinChile’smassstudentmobilization,knownasthe“revolutionofthepenguins”of2006,iswell-documented.


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changes that originate in other social spheres. Inaddition, schools encounter the need to introduceinnovative pedagogical methods if they wish toconvene and inspire the new generations of youngpeople,knownas“digitalnatives”(Prensky,2001).

In this context, school systems face the need formayor and unavoidable transformation to evolvefrom education that served an industrial society toone that prepares children to be full actors in theknowledge society. Students, girls as well as boys,mustbepreparedtoperforminworkthatdoesnotevenexist todayand theymust learn to constantlyupdate their knowledge and skills, and acquirenew competencies consistent with this new order:information management skills, communications,problem resolution, critical thinking, creativity,innovation, autonomy, collaboration, team work,amongothers(21stCenturySkills,2002).

This transformation is not easy, however. Schools -traditionallyinstitutionsdesignatedtopreserveandtransmit previously established practices, customs,knowledge, abilities, and values – design activitiesand work at a pace that are out of step with thetemperament and characteristics of the “digitalnatives.”Schoolsdevelopactivitiesthatdemandlongperiodsof concentration,withattention focusedonone activity at a time. They expect such activitiesto foster “thinking” or “reflection” among students,andthattheywillreadandproducetextsprintedonpaper.Schoolsexpectstudentstolearnthisway,but,theyconfrontnewpractices fromstudentswhoareaccustomedto:

I.I. Accessdigitalizedinformation,notprintedon paper.

II. Enjoyimagesinmotionandmusic,rather thantext.

III.Feelcomfortableperformingmulti-tasks simultaneously.

IV.Obtainknowledgebyprocessing discontinuous,notlineal,information.

TheintroductionofICTintheclassroomunderscoresthe need for new definitions of roles, especially,for students and teachers. Thanks to the new ICTtools, students may acquire greater autonomy andresponsibility in the learning process, compellingthe teacher to depart from the classic role as thesolesourceofknowledge.Consideringthatmasteryof ICT skills did not form (and still do not) part ofteachers’ standard skills, the perception even existsthat studentsareaheadof teachers in this subject.This generates uncertainty, tension and fear; therealitycallsforacreativereformulationoftheschoolasinstitution(Lugo,2008).

1.4 The digital information territory

The questions and developments outlined abovemust generate new education distinctions andpractices through technology geared for a digitalworld. We shall call this field of distinctions andpractices“Informationtechnologyineducation.”

Information technology in education focuses onschools, not one school in the singular, nor theexceptionalschoolinwhichsomeinnovativeprojectis in motion, unfolding under ideal laboratory-like conditions. Rather, the focus of informationtechnologyineducationisthenetworkofschoolsthatcomprise the school systemof a sizeable territorialunit (municipality, region, province, department orstate and country), conductedunder the conditionscharacteristicofthatterritory.


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Thispaper strives to reachanunderstandingabouthow the new technologies affect school systemsactivityinareassuchasthefollowing:

Curriculummanagement(howcurriculumisorganized,teachingplanned,teachers’actionsintheclassroom,ICTintegrationincurriculum)

Leadership(schoolmanagement,directiveplanning,monitoring)

Coexistence(freeaccessandtrainingofstudents,parents,computingportalstoimproveschool/familycommunication

Professionaldevelopmentofteachers(training,participationinspecializedinterestcommunities)

Information technology in education territory alsoaddressesextraordinaryeducationalpossibilitiesthatdigitaltechnologiesmakeavailable(forexample,thevirtualschool).

Although information technology in education iscapable of addressing a limitless set of issues, thisproposal presents in-depth study of two importantinformationtechnologiesineducationproposals.Thefirst involvestheschoolasan intensive organization for the production and consumption of a broad spectrum of information, that ranges from the useof thephysical,financialandhumanresources thatcomprise it, information about the students, theirstylesand learningprogress, informationabout theteachersandtheirskills, informationaboutlearningoutcomes,andalsoexchangeofinformationwiththeenvironment, the community, governmentministrystructures,etc.Clearly,a great challenge of information technology in education is to help process the flow of

all this information, transforming it into relevant and timely knowledge for making good and well-founded decisions.Fewquestionthisimportantcontribution.

Anotherfacetofinformationtechnologyineducationisitsimpactonthe teaching and learning process. Thisterrainisthesettingforthemostcontentiousdebatesbetween thosewho associate itwith“amajor andunavoidable transformation of education systems,namely, to evolve from education that serves anindustrialsocietytoonethatpreparesyoungstersfortheknowledgesociety”(Jara,2008),andwhobelieveitissimplyonemoreeducationalresourceofalonglistof existing resourcesavailable in the classroom.This component is source of the major tensionsamong those responsible for designing educationpublicpolicy.


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2. INFORMATION TECHNOLOGY IN EDUCATION PROPOSALS IN LATIN AMERICA AND THE CARIBBEANThischapteranalyzesthemajorInformationTechnologyinEducationproposals(detailedinAppendixA),inordertogeneratea framework toenable: a)understandingthe main factors that shape information technologyin education policy; b) establishment of causalityrelationshipsbetweenfactorsandc) thedesignofaninstanceforintervention.

Theanalysisbeginswithastatement:an informationtechnology in education policy should have a clear,statedpurposethatreflectsthevisionandexpectationsofficialshaveregardingtheroleofITCsineducation,andendowsthevariousactionsundertakenwithasenseofcohesion.Thepurposemaychangeovertime;however,thevariousstrategiesandactionsmustbealignedwiththepurposeincourseatagivenmoment.

2.1 Analysis of ITE proposals in Latin America and the Caribbean

It is important, first of all, to point out that vastdifferences exist in the region’s educational systemcoverageandinthetechnologicalinfrastructure.Such differences notwithstanding, this is a restiveandactiveregioninthedevelopmentofinformationtechnology in education. This is evident in thee-LAC2010 action plan, prominently promoted byECLAC, which addresses the efforts Latin Americangovernmentshavemadetoadvanceinthedirectionofinformationsocieties.Thereportsignalsmorethan20 countries of the region that have identified ICTincorporationineducationastopnationalpriority.

Latin American average

Percentage of primary schools in Latin America and the Caribbean with computer rooms (selected countries, year 2006)

Source:ECLAC,workingwithdatafromSERCE,2006Note:EcuadorandPanamaarenotincludedbecauseofalackofvalidinformation.Theaverageisnotpondered.


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Datacompiledontheissueindicatethatachievementofmostoftheobjectivesdescribedabovehingesonpedagogically structured environments, producedfromtheconvergenceofaseriesoffactors,especially,goodcurriculummanagementintheclassroomandtheschool.

The following chart is amodel of the evolution ofstrategies most countries have followed in theireffortstoincorporateICTinschoolsystems.Themodel

describestheleadingcharacteristicsofeachstageofthesevencomponentsthatcomprisetheframeworkforthepolicy:technology,connectivity,teachingskills,pedagogicalmethodsormodels, the impacton thecurriculum,newdigitalandinstitutionaleducationalresources. The issue of environmental structure iscited indirectly and partially in the columns titled“Improving curricular learning” and transformationofeducationalmodels.”

Stage/purpose

Components

Technology

Connectivity

DigitalCurriculum

Uses:Teachingmethods

Digitalteachingskills

Steering, understanding the phenomenon

FewPCsintheschool>50:1

Telephoneconnection

Closing the digital gap between students and teachers: lab, staff room

PCsincomputerlab,ratesvaryfrom20:1to10:1

Internetinthecomputerlab,bycable

Focusondigitalliteracyofteachersandstudents.

Individualorinsmallgroupsuseofavailablecomputers

Onlycoordinatorinlab

Improving curriculum learning: ICT in the classroom; evaluation and management

ICTenterstheclassroom:projectors,interactivechalkboards;managementsoftware

Wirelessconnectivityinsomeclassrooms

IntermediateICTcurriculumintegration

Teachingbasedonprojects;interactivity

Classroomteachers:intensivetraining

Transforming educational models: Models 1:1

Laptops1:1

High-speedBroadbandandschoolsetupwithWiFi

CompleteICTcurriculumintegration

Collaborative,personalizedstudent-centeredteaching

Moreteachers,morecomplex;developmentofspecificskills

Continuing education, at any place, at any time: e-learning

Computerathome

Broadbandathome

Digitalizedandonlinecurriculum;onlineevaluations

Student-centereddistancelearning

Tutors

Tabla1:EvolutionofICTincorporationinschoolsystems


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Clearly, InformationTechnology in Education proposalsincreasingly encompass all areas of school life andschoolsystemactivities.However,withsomeexceptions,the development has not taken place in a consistent,persistent or structured fashion. The sheer variety ofprojectsunderwayinschoolsystemsofLatinAmericaandtheCaribbeanmaketheregionanexcellentlaboratory,aslongaslessonscanbeculledfromtheseexperiences.

Fromthisstandpoint,lessonsforpolicydevelopmentarepresentedbelow.

2.2 Components of CE Policy in Latin America

The design of InformationTechnology in Educationpolicydemandsasystemicperspectivethatincludesthe coordinated and concerted development ofdifferent lines of action, in order to create theconditions to achieve the desired objectives. In thiscase,theframeworkweproposeidentifiesaminimumsetofcomponentsthatmustnotbeoverlooked:

Technology or Infrastructure component. Thisrefers to the equipment and connectivity thatmust be placed in the schools to meet policy

objectives.Italsoinvolvesmanagement,technicalsupport, and maintenance/repair policies toensure continuity of equipment operation andavailability.

Digital Skills and Managerial Leadershipcomponent. This refers to providing trainedteaching staff and administrative leadershipindigital terms, in keepingwithpolicyneeds.It ranges from simple digital literacy todevelopment of sophisticated pedagogicalskills, and/or ICT management. This is a keyissue, as teachers are responsible for vestingthe technology placed in the schoolswith aneducational intent; otherwise, infrastructurewillhavelittleeffectonlearning.UNESCOhasdevelopedasetofstandardsforteacherdigitalcompetency2(SeeChapter6).

Educational Digital Resources Component. Thisrefers to all elements of content (digital texts,educational software, learning tools, simulators,social networks etc.…) that, when coordinatedwith curriculum, foster an educational use ofinfrastructure.UNESCOencourages thebuildingof a global library of digital resourcesopenandfreeforclassroomuse.3(SeeChapter6).

DigitalEducationalResources

ITEinstitutionalbase

Foundation,grant,orprogram

Personalproductivitytools;simpleeducational

Foundation,grant,orprogram

ChalkboardSoftware;simulators;multimedialearningobjects

Specializedcenter,orEducationMinistryunit

Software1:1;onlinelearningassessments;videogames


Digitalizedonlinecurriculum


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ICTCompentencyFrameworkforTeachersorICT-CFT,whosepurposeistodefinethecompetenciesteachersneedinordertousedigitaltechnologyintheirpedagogicalpractices.GlobalCoursewareDigitalLibraryorGCDL,digitallibraryofeducationalresourcesforteachersandstudents,inspiredbyiTunes.


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Pedagogical uses and models component. ThisreferstothediverseeducationalusesofICTthatrange from traditionaluses tonewpedagogicalmodels such as those based on the InnovativeTeaching Practices approach that apply thefive learning components of the 21st century:collaboration;knowledge-building;useofICTsforlearning;problemresolutionandinnovation,andselfregulations,whichwementionedearlier.(ITL,2010).

CurriculumComponent:Thisreferstocurriculumchanges that enable incorporation of thesophisticated digital skills knowledge societiesrequire while also addressing the new ethicaldilemmasthatariseinthevirtualworld(e.g.:cyberbullying,informationprivacy,“hacking”etc.)

Assessment Component: This refers to themeasurement of results and outcomes ofeach policy component, in coordination withassessment systems developed by EducationMinistries. UNESCO has contributed to thedevelopment of a set of standard, comparable,reliableandrelevantindicatorsformonitoringtheprocess of Information technology in educationdevelopment.(SeeChapter6)

In addition, policy implementation requires anadequate institutional base, endowed with theresourcesandauthoritytodirecttheprocess.

Lastly,aseriesofenvironmentalfactorsareessentialwhen it comes todesigning strategies andpolicies.Thesecallforcoordinationandarticulationwithotheractors,notnecessarily from theworldofeducation.Theseincludethefollowing:

Existence of human capital to carry out the policychallenges.Thisreferstotheexistenceofadequately

trained professionals to assist in developing andimplementing policy, for example, a number ofprofessional staff with postgraduate degree inInformationTechnologyinEducation.

Condition of Initial Teaching Staff Training.This realm, which generally comes under aninstitutionalbasethatgovernshighereducation,isimmenselypertinent.Itisinthisinstancewherefutureteachersaretrained,andwherereflectionand research is conducted on new didacticmethodsthatemployICT.

Condition of the country’s infrastructure andconnectivity.

Developmentoflocalindustryofcontents.

Political commitment backed up by financialresources.

Incentivespolicy.

Resistance,barriersof somespecial interestgroups(e.g.,teachers’unionsorprofessionalsocieties).

Fromtheperspectiveofpedagogy, theincorporationofICTintheclassroomsinawaythathasarealimpactonlearningrequires theconjugationofall thesepoints tomakewayfordailylessonsinwhichICTisemployedtoboostteachingstaffproductivity,whilealsocontributingtothedevelopmentofnewteacherandstudentskills.

2.3 Lessons learned

1. The first lesson is that it is one thing toimplementaneducationalcomputerprogramandquiteanothertoforgeinformationtechnologyineducationpolicy.Thisconfusioncanprovokegreat


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frustrationwhenprogramslackasystemicvisionand have a limited existence in terms of time,arisingastheproductoftheenthusiasmofcertainpromoters, only to die when the enthusiasmebbsorwhenthepromotersceasetoexist.Oneattributeof suchpolicymustbe thecreationofconditionsthatrenderitsustainableovertime.

2. It is also important to point out that aninformationtechnologyineducationpolicydesignedfromthedigitalagendaisnotthesamethingasonedesigned from an education policy umbrella. Theincorporationoftechnologicalinfrastructureintheschoolsalonewillnotchangethelearningprocess,norisitevenguaranteedtohelpnarrowthedigitalgap,astheabsenceofclearpolicyriskscreatingnewgaps.Tohaveanimpactonlearning,thepedagogicalfocusmustrisefromeducationalpolicyandconferICTincorporationintheschoolswithmeaning.

3. Acertaindegreeofagreementexistsregardingthenotionthateffectiveschoolsorthosethatcanboast of outstanding achievements – withouttechnology–shareaseriesofcharacteristics.Theseinclude managerial leadership, targeted learning,teachers’highexpectations;therelevancyofclassesfor students of the specific school communities,a mutually reinforcing evaluation system forteaching staff; the commitment from parentsandthecommunity,andapeacefulschoolsetting(Bellei and others: 2003; Murillo, Javier: 2005) 4.Whiledigital technology candecisively contributein the presence of each of these factors, it is nolesstruethatitisproblematictoisolatetheeffectof using digital resources in schools with well-structuredpedagogicalmodels,inwhichthedigitalcomponentispartofagreatersetofresources. Inshort, theworld’sbeststateofthearttechnology,

onitsown,willnotimprovelearninginineffectualschoolslackingstructuredpedagogicalstructures.

4. Inthiscontext,theteacher’sroleiskey.Throughouttheregion, trainingofworkingteacherscontinuestofocusprimarilyondigitalliteracy.Somecountries,although still very few, aremoving on to amoreadvancedstagethatconsistsofteachingthemhowtomakeuseoftechnologyineducationalcontextsto design different pedagogical activities withtechnological support, in an effort to restructurethewholebodyofteachers’knowledge,andpreparethem for newmethodological approaches to theteachingandassessmentprocesses.There-designof Initial TeacherTraining (ITT) is probably one ofthemostpressingissues,yettheregion’scountriescontinue to neglect this critical factor. Educatortraining centers definitely remain anchored intraditionalviewsofteaching.

5. From theperspectiveof content, several of theregion’s countries have undertaken initiatives todevelop Learning Objects or similar things. Yet,the exchange of resources between countries ispractically nonexistent despite the existence ofmechanismsforthatpurpose.Notasinglecountryis capableofbuildingadigital resourcebase thatcanbecalled“newgenerationcurriculum.”Forthisreason,itisimportanttopromotecollaboration.

6. Finally,analysisofthedifferentexperiencesoftheregion’scountriesleadsonetoconcludethatwhileeachexperienceisdiffersfromtherest,therepetitionofcertainpatternssupportsthepresumptionthatthecountriescontinuetoevolveinthedevelopmentoftheirinformationtechnologyineducationpoliciesorprograms,aprocessthatiscomprisedofstagesofever-increasingsophistication.Commonly,countries

4 Belleiandothers:2003.¿Quiéndijoquenosepuede?EscuelasEfectivasenSectoresdePobreza.UNICEF/Chile.MinistryofEducation,Santiago,ChileMurillo,F.Javier:2005.LaInvestigaciónenEficaciaEscolaryMejoradelaEscuelacomoMotorparaelIncrementodelaCalidadEducativaenIberoamérica.REICE.RevistaElectrónicaIberoamericanasobreCalidad,eficaciayCambioenlaEducaciónaño/volumen3No.003.En:http://redalyc.uaemex.mx/pdf/551/55103201.pdf


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beginwithtimidtrialprogramsthatimplementpilotprojectsenableofficialstolearnandthenevaluatetheoutcome.Subsequently,countriesenteraperiodmarkedbysubstantialinvestmentininfrastructureanddigital literacy, afterwhich emerge the initialeffortstolinkthisinfrastructureandteachingskillswith improvements in learning. At some point intime, the intuition emerges that technologies area wellspring of transformation and explorationensues forneweducationalmodelsbasedon thepossibilities the new technologies offer. In thecourseofthisprocess,increasinglysophisticatedandambitioususagesofICTareincorporated.Maturityis a gradual process. While skipping stages andtakingshortcutsmaybringrisks,itisnotnecessarilysynonymousoffailure.


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3. UNESCO’S VISION ON THE ROLE OF ICT IN EDUCATION

3.1 General vision

UNESCO defines its ICT in education principles(UNESCO,2009)inthefollowingway:

I World challenges in education, especially theEducation for All (EFA) objectives will be verydifficult to reach using traditional educationmechanisms,particularlyindevelopingcountries.UNESCO believes ICT can have a tremendousimpactontheexpansionoflearningopportunitiesto a far greater and more diverse population,outsidetheboundariesofeducationalinstitutionsand has the capability of crossing geographicbarriers. UNESCO believes technologies canimprove teaching/learning by reformulatingconventional systems that provide this, byincreasing thequalityof learningachievements,facilitatingtrainingthattargetsthedevelopmentof skills demanded by the information society,andsustaininglifelonglearning.

IIOld andnew technologiesmust be employedinabalancedfashion.Radio,televisionandvideoequipment without digital connection are stillconsideredvalidandcost-effective technologies,as valid as computers, Internet connection ordistanceeducation.

IIIFulfillmentoftheinternationaleducationgoalssetfortheyear2015willrequirevastinvestmentsin teacher training. According to experts,conventional training models are incapable ofaddressing this serious challenge. The commonneed to adapt school programs also requires

major trainingof teaching staff. In thisdomain,ICTsupportiscritical.

IVDemands forbetterhigher education cannotbemet (inneither industrializednordevelopingcountries) without distance or virtual learningeducationmodels.

V Vocational training needs cannot be metwithoutvirtualclasses,virtuallaboratories,etc.

UNESCO has thought about and developedInformation Technology in Education actions along time. Landmarks include the development ofan ICT teacher competency framework5 (UNESCO2008), thedraftingofpoliciesandbuildingagloballibrary of free digital resources for the classroom6and propelling the development of standardized,comparable, and relevant indicators tomonitor theprocessofdevelopmentofInformationtechnologyineducation7(UNESCO,2009).

Recently,UNESCO’sGeneralDirectorcommissionedanassessmentstudyofthemainlinesofactionUNESCOiscarryingoutinthisarea,forthepurposeof:

a) ReviewingthedifferentinitiativesundertakenbyUNESCO,particularly,ICT-CFTandGCDL.

b) Studying how such endeavors can coordinatebetterwithotherUNESCOinitiatives.

c) FormulatingrecommendationstoguideUNESCO’sfuture actions in this area (UNESCO, 2011) whichwererecentlyannounced,andcanbesummarizedasfollows:

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ICTCompetencyFrameworkforTeachersorICT-CFTforthepurposeofdefiningwhatcompetenciesteachersneedinordertomakeuseofdigitaltechnologyintheirpedagogicalpractices.GlobalCoursewareDigitalLibraryorGCDL,digitallibraryofeducationalresourcesforteachersandstudentsinspirediniTunes.In2004theUNESCOInstituteforStatistics(UIS),togetherwithEurostat,ITU,OECD,UNCTAD,UNDESA,theregionalUnitedNationscommissions(UNECLAC,UNESCWA,UNESCAPandUNECA)yelBancoMundial,formedthe“PartnershiponMeasuringICTforDevelopment”thatdevelopedabaseofindicatorsformonitoringICTandeducationpolicydevelopment.


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1.Publishthe2.0versionofICT-CFTthatincludespracticalexamplesofhowtoemployit.

2.Commit support from member countries toadapt the ICT-CFT framework to their specificnationalcontexts.

3.AbstainfromanyICT-CFTcertificationprocess.

4.Continue with implementation of pilotprogramsinvariouscountriesthroughuseofthedigitalResourceLibrary.

5.Articulatethese initiativeswithotherUNESCOinitiativessuchas:

a.“TeacherTrainingActivity”

b.“OpenEducationalResources”(OER)

c.FreeandOpenSourceSoftware(FOSS)forEducation

The directives recommended for UNESCO’s futureactionsinthisdomainare:

I TopositionUNESCOasaworldagency leaderin ICTandeducation, contributing to theglobaldebate on the role of digital technology in thetransforming education and analysis of futuretrends.

II To foster free access to quality tools andresourcesthatreflectsthecountries’priorities.

IIITo strengthen national and institutionalcapabilitiesbysupportingmembercountriesthatdemandsit..

IVTo promote cooperation with the privatesector.

3.2 UNESCO, Information Technology in Education, Latin America and the Caribbean

In Latin America and the Caribbean, the concernis latent. During a recent meeting of the Board ofthe Intergovernmental Committee of the RegionalEducationProjectforLatinAmericaandtheCaribbean8,representativesof the regionaleducational systemsexpressedmanyconcernsdirectlyorindirectlyrelatedtothephenomenondescribedearlierinthispaper:

Board members emphasized the concern foryouth and school dropout, affirming that theschool dropout phenomenon not only stemsfromthestudent’ssocialandeconomicsituationbutalso from lackofmotivationforanofferingthatisirrelevanttotheirlives.

TheBoard stressed theneed toprioritize equitypolicy, considering that inequality remains theregion’soverridingproblem.

Teachers’ initial training and service washighlighted as an issue that remains criticalregionally. Board members suggested the needto review in depth the current approaches andtheiradequacytonewdemandsofthesocialandculturalcontext.

The meeting signaled the importance ofintroducing greater flexibility and efficiency inthe use of education resources and to improveaccountability. Participants suggested thatcountries share practices that have yielded thebestresults.

Board members also discussed the use of newcomputer and communication technology in

8 FirstMeetingoftheRegionalIntergovernmentalEducationProjectforLatinAmericaandtheCaribbean-EPT/PRELAC


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education and suggested incorporating this issueas part of the EFA/PRELAC agenda. In this regard,theyemphasizedtheneedto train teachersso thatstudents, in turn, may receive adequate training,enabling them to traverse towards a solid “know-how”inthisarea.TheproposalwasmadetoexpandICT-based strategies, taking care not to fall into afashion devoid of content, taking responsibility forthe developments needed for pedagogical use andanalyzing the true costs technological equipmentrepresent for schools so as to avoid creating falseexpectations. Participants suggested analyzing thepossibility of building a virtual regional platformmanagedbyOREALC/UNESCOSantiago,cofinancedbycountriesoftheregion,thatwouldofferaccessiblepedagogical resources both for students aswell asteachersand thegeneralpublic,whichwould storetrustworthy links and systematize informationcategorized on the issue. They also urged thedevelopmentofaninterventionstrategytorespondto the matter of digital and communicationstechnologies in education, ICT as an emergent andkeyissue.

InApril2010,UNESCOOfficesofSantiagoandBrazil,in conjunction with the Brazilian government,organized an International Seminar on the“ImpactofICTinLearningAchievement,”inthecityofBrasilia(UNESCO-LAC,2010).

As described earlier, one of the main conclusionssignals:

“Questions about ICT inclusion in schools do notrefer to the greater or lesser efficacy these havedemonstrated as learning tools; rather, their focushasbeenonhowthedigitalrevolutionanditseffectsintermsofproductivitycanbeincorporatedintotheclassroomandtheschool.

“Equipment-productmodelsasthefocusofanalysisofICTresultsandimpactintheschoolsareinadequate.Equipment-process-productmodelsthatunderscoreprocess have a better capacity to elucidate thephenomenon’s complexity. Indeed , ICT integrationin formal education is achieved through educationmanagement policy; ICTmanagement processes ineducationalinstitutionsandcurriculummanagementprocessesinschoolsandintheclassroom…”(Schalk:2010)9

The seminar concluded with a strategic analysismeeting between representatives of UNESCO andcollaborative institutions such the Inter AmericanDevelopment Bank and Microsoft, Cisco, and Dellcompanies.Atthatmeeting:

ParticipantsreaffirmedthattheguidingprincipleofICTincorporationintheschoolandclassroomoriginatesfromthefactthatdigitalizationofthemajority of human activities is an indisputableand irreversible process and that digital toolssubstantiallycontributetoincreasedproductivityand generation and dissemination of scientificandtechnicalknowledge.

The meeting ascertained that many LatinAmericanstudentsmakeuseofthesetechnologiesfor recreational and communicational purposes;therefore,educationalinstitutionsofalldifferentlevels, grades and formats have a broadmarginforobtainingsignificantbenefitsbyincorporatingdigital technology in pedagogical processes, aswell as administrative and community relationsprocesses.

Participants agreed that the greatest challengefor UNESCO-LAC and its strategic partnersis to expand digital technologies universally

9 Schalk,Ana2010:ElImpactodelasTICenlaEducación.RelatoríadelaConferenciaInternacionaldeBrasilia.OREALC/UNESCOSantiago,2011.En:http://unesdoc.unesco.org/images/0019/001905/190555s.pdf


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as an optimum medium for transformingadministrative and pedagogical practice muchmorethanhundredsofschoolsintheregion.Theyalso concur that inadequacies in achieving theobjectiveofqualityeducationforall,especiallyinlowerincomepopulations,areevident.

Meetingparticipantsagreedtoexpandthefollowingfivepotentiallinesofaction:

1. To strengthen curriculum managementcapacities and development as well as usageof digital applications and content that fosterlearningamongallstudents,withoutdistinctions.Possibleprogramssuggestedwere:a)Leadershipand management training in classroom andschool learning to foster the use of ICT as ameans for planning, scheduling, implementingandevaluatingthecapacityofclassestomotivatestudents and B) Development of applicationsspecifically designed to overcome inequitiesand attain theMillennium Development Goals,particularlyinregardstoilliteracy.

2. Assessment of ICT impact. UNESCO hascommissioned numerous impact assessmentstudies of ICT use in a range of programsworldwide. In addition, the Montreal-basedUNESCOInstituteforStatistics(UIS)ispreparinga series of ICTmanagement anduse indicatorsfrom the perspective of the informationsociety. Likewise, the UNESCO Bangkok office isdevelopingalong-termprogramofachievementindicators for innovative projects that use ICT 10.Moreover, theUNESCOBrasiliaOfficedeveloped

ICT in education assessment methodology forgovernmentprogramsandprivatesectorprojectscurrentlyinpracticeinBrazil.

3. Support for the ICT Integral Design Policiesgearedtolearningachievementregionally11.TheProgram’sobjectivewillbetofoster integral ICTpolicydesignedforlearningachievementinandfromtheclassroom.

4. Teacher training (initial and in-service). Theconference emphasized the importance ofpedagogic use of ICT. For this to take effect,provision of equipment and connectivity mustbeaccompaniedbyhighly skilled teachingstaffcapable of creating,managing, and articulatinglearning situations in which the technologicalcomponent is a decisive added value12. Twospheresofactionweredefined:

a. Initial Teacher Training that features theprinciple of example in teacher training,expressedinthephrase“thewaywelearnisthewayweteach;”inthissense,ifoneofthecentralpolicyobjectivesofthecomingyearsis to fully incorporate ICT in the classroom,then the requirements described earlier forschoolsarealsoindispensablerequirementsfortrainingteachersthemselves..

b.Training of in-service teachers, in whichthekeyaspectistoshowthatICTuseenablesthem to respond to the various differentspeeds,paces,andstylesoflearningstudentshave.

10

11

12

PerformanceIndicatorsonICTUseinEducationprojectUNESCOBangkokOffice:http://www.unescobkk.org/education/ict/ict-in-education-projects/monitoring-and-measuring-change/performance-indicators-on-ict-use-in-education-project/Fewcountriesintheregionhavelong-term,integralnationalinformationtechnologyeducationpolicies(DeSaintPierre,2010),(CEPAL2011).Thelandscapelooksmorelikeafieldplantedwithprojectsthatdevelopastheexpressionofseasonalenthusiasmonlytodecayordieinthewakeofnewsourceofenthusiasm.GuzmanandNussbaumidentifysixdomainsthatstrengthenICTclassroomintegration:“instrumental/technological,pedagogical/curricular,didactic/methodological,evaluative/investigative,communicational/relationalandpersonal/attitudinal,”See:“Teachingcompetenciesfortechnologyintegrationintheclassroom”,in:JournalofComputerAssistedLearning,Volume25,Number5,October2009,pp.453-469(17)


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5. Clearinghouse: In finance, a Clearinghouse istheentity responsible for liquidatingoperationsbetweenparticipantsormembers.Itbecomesthepurchaserofallitssellingmembersandthesellerofallitspurchasingmembers.Inthisarea,theroleof clearinghouse refers to enabling all UNESCOmembercountriestoshareinformation,statistics,knowledge, and good practices, appraised asrelevant for the development of informationtechnologyineducation.AnICTclearinghousealsooffersmechanisms for intelligentmanagementof these elements. It brings countries togetherin a network, in the dual role of producers andconsumersofinformationandknowledge.


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4. LINES OF ACTION PROPOSED FOR UNESCO IN LATIN AMERICA AND THE CARIBBEANThe proposals that best integrate UNESCO’sstrengths in Latin America and the Caribbeanwithintheregionalcontextcompriselinesofactionin which the Organization can make significantcontributions.Theseare:

1. Support for formulation of InformationTechnologyinEducationPolicyintheregion.ThislineofactiondrawsfromUNESCO’s legitimacyand the confidence regionalpolicymakers havein its proposals. UNESCO should point out toregionaldecision-makers(ministry,government,congressmen, stakeholders, etc.) the need to

approach information technology in educationas a substantial aspect of education policy,with long-term objectives and strategies andinstrumentsforevaluatingprogress.Themeanscould vary from high-level consultancy forgovernments, installation of these issues atconferences and seminars and/or designing adiplomacoursetotrainpolicymakers. Thefirststep should be a state of the art diagnosis ofpublicpolicyproposalsandpracticesintheregionaimingforICTincorporationineducation.

StateoftheArt:Manycountriesoftheregioncontinuetoconfuseprojectsoflimitedscopewithpolicy.Countriespursue heterogeneous proposals:most have passed the exploratory stage (pilot programs), some continueto focusonclosing thedigitalgapbutmostcountrieswork in theareaof ICTcurriculumintegrationasanobjectiveorcentralmotivationoftheirITEpolicy.Somecountrieshaveevenbeguntoexploreexperiencesofeducationpracticetransformation,butstillwithpilotprogramslackingconclusiveresults.Thisdoesnotmeanthatformerstagesarecompleteorthataccessgapshaveclosed.Infact,manyyearswillpassbeforethisoccursintheregion.Nevertheless,thefocusofITEpolicyisnolongeronaccess.GraduallyITEpolicyhastransferredtoEducationMinistryagendas,whichhaveacquiredagrowingprotagonisminitsdevelopment.

MAINTARGETGROUP:Policymakers,Ministrydecision-makers,local,regionalornationalgovernmentofficials.

RESULTSEXPECTED:TrainingofpolicymakersExistenceofinformationtechnologyineducationpolicy(thatqualifyassuch)withineducationpoliciesoftheregion’scountries/states

RESULTS/IMPACTINDICATORS:Existenceofatrainingprogram(diplomacourse)forpolicymakersintheregion,focusedonthedesignandimplementationofinformationtechnologyineducationpolicyCoverage:atleastx%ofregionalcountrieswithstatedIEpolicyScope:AreasaddressedbypolicyBudget:%ofeducationbudgetallocatedforITE

ASSESSMENTMETHODOLOGIES:Numberofstudents(policymakers)graduatedfromdiplomacoursesSurveysconductedoncountries’ITEpolicy,withmeansofverification(documentedpolicy)IndepthanalysisofpoliciesAnalysisofeducationbudgets


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2. Fostering ICT incorporation processes anddigitalresourcesinpedagogicalprocessesaspartofpolicyimplementation.

Stateof theart:Evidenceexistsof implementationof InnovativeTeachingPracticesapplicationsof thefivecomponents of 21st Century learning (collaboration; knowledge-building; ICT usage for learning; problemresolution, innovation and self-regulation) improves student learning as awhole (ITL Research, 2010). Suchpractices result fromnationaland localeducationalpolicy that include ICT; teacherswhomaster ICTusagestandards,andalsospecific changes and support at the school level.Consequently, the21stCentury learningapproachmustbefosteredfrom daily class planning, scheduling and curriculum managementinschools.

MAINTARGETGROUP:Schoolnetworkadministrators;studentreaders,computersupportstaffatintermediateandschoollevels.

RESULTSEXPECTED:An increasing number of schools implement the 21st Century learning focus and through thatmeans,incorporateICTanddigitalresourcesusage.

RESULTS/IMPACTINDICATORS:Numberofschoolsthatinclude21stCenturylearningfocusindailyclassplanning,schedulingandcurriculummanagement.

ASSESSMENTMETHODOLOGIES:Reviewclassplans,reviewcurriculumschedulingatschoollevelandcomplementarymaterialsinschools,

classroomvisitsandclassethnography.


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3. Support for regional teacher trainingprocesses.ThislineofactionisbasedonUNESCOdevelopmentinthisdomain(UNESCOstandardsfor teacher training in ICT-CFT) and is open todifferentpossibilities:a)policyrecommendationsonteacherdigitaltraining(forinitialtrainingandteachersinpractice)andteacherincentivepolicies;b) adaptation and dissemination of ICT-CFT

standards for various teacher trainingprogramsand the contexts of regional countries and c)implementation(inconjunctionwithpartners)ofcoursesorcurriculumimplementationguidelinesfor teacher training that incorporate skillsproposedbyUNESCO.

StateoftheArt:Intheregion,trainingofin-serviceteachersprimarilyfocusesondigitalliteracy.Onlyafewpilot projects seek cognitive restructuring of the entire body of teacher knowledge, and the newways ofmethodologicallyaddressingtheteachingandevaluationprocesses.Inregardstocharacteristicsoftheteachertraining,participantsemphasizedthefollowingstrategies:

Traditional(lecturesandinperson)Basedonprojects(IntelEducartype)Distance(e-learning)Cascademodel(trainedteacherswithspecialaptitudetraintheirpeers)

InitialTeacherTrainingisoneofthemostneglectedissuesintheregion.Policyinthisareaisnotablyabsent.

FewregionalcountrieshaveICTcompetencystandards,teacherassessmentproceduresconsistentwiththosestandards,orcompetencycertificationprocesses.Lastly,nocountryoftheregionhasreportedtheexistenceofanytypeofincentiveasrecognitionoftheuseofcomputerresourcesintheeducationalenvironment.

MAINTARGETGROUP:Teachertraining(initialandin-service)institutions,EducationMinistryhighereducationdepartments.

RESULTSEXPECTED:Incorporationof“digital teachingskills” inuniversitycurriculumguidelinesaswellascurriculumguidelinesof initial training institutionsandprogramsthat trainpracticing teachers,asaresultofEducationMinistrypoliciesortheadoptionofgoodpracticesbytheseinstitutions.

RESULTS/IMPACTINDICATORS:%practicingteacherswithbasic/advancesdigitalskills.%teachergraduateswithbasic/advanceddigitalskills.%FIDinstitutionsdevelopdigitalskillsaspartoftheircurriculumguidelines.

ASSESSMENTMETHODOLOGIES: Onlinesurveysconductedofasampleofuniversitiesandtraininginstitutions. Onlinetestingtoassessteachercompetenciesappliedtoasamplingofgraduatesandpracticingteachers


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Stateoftheart:AmajorprobleminstudyingITEpolicyintheregionisthelackofstandardizedandcomparableindicators. The region needs to implement indicators capable of taking into account the process of ICTincorporation in education (e.g., ITUproposalsmade throughUNESCO) and keep anupdated record of theprogressthatoccursinICTpolicyimplementationineachcountry.Oneofthemajorproblemstobedealtwithisthediversityofsourcesandreferencesthatcompileincompleteandnon-standardizeddata.

MAINTARGETGROUP:Education Ministries and officials; information technology in education officials, learning centers, studycenters

RESULTSEXPECTED: SetofagreeduponindicatorstoevaluateIEdevelopmentregionally. Evaluation(comparative)oftheresultsandimpactofthecountries’IEpolicies.

RESULTS/IMPACTINDICATORS: Coverage:Numberofcountrieswithavailableandcomparativeindicators. Impact:comparativestudiesonpolicyeffectiveness. Impact:suggestionsforpoliciesdesignedonthebasisofindicators

ASSESSMENTMETHODOLOGIES: Onlinesurveysofgovernment/IEinstitutionalbase. Comprehensivestudies.

4. Observatory on Evaluation of ICT Impact onEducation. This line of action draws from workthe UNESCO Institute for Statistics (UIS) hasconductedintheareaofindicatorsofICTresultsand impact on education. In Latin America, itis feasible topropose the creationof aRegionalObservatory for Analysis and Dissemination ofEvaluationsof ICTUseand ImpactonEducationthat would foster, discuss, and monitor the

differentassessmentsconductedintheregionforuse indevelopingnewprojectsandprograms incountries.This lineof action could evendevelopnewassessmentmethodologiesthatencompassmore than ICT impact on learning (for example,assessmentof21stcenturyskills).


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5. Clearinghouse: An UNESCO KnowledgeManagement department could be createdto monitor the process and disseminateinformation about information technologyin education activities and projects. Thiswould include sharing a) educational digitalresources(bylocatingdigitalresourcesofGlobal Courseware Digital Library, GCDL, initiative); b)announcing bids; c) good practices; d) Policy/

project recommendationswith their respectiveevaluations and any other element worthy ofsharing regionally. Exchanging experiences,monitoring and evaluation is fundamental toenable regional countries to build upon thefoundationofpreviousexperiencessoastoavoidcommitting the samemistakesothersmade inthepast.

ThesetypeofcontributionsofferanopportunityforUNESCOcooperationwithnationalandsubnationalgovernments,privateorganizationsthatrunschoolnetworks;withuniversitiesthateducateorprovidecontinuingeducationforteachers(initialtrainingorinpractice);withNGOsorotheracademicagenciesthatworkorconductresearchinthisfield;andwitheducation sector companies that foster theuse oftechnologyinschoolsandinnovativeteachers.

State of the art: Countries cannot capitalize on the wealth of experiences in the region unless these arerecorded,systematizedandshared.Consequently,manycountriesrepeatthesamemistakesorinvestinverysimilarstudieswhoseresultsarenotmadeknown.Goodandbadpracticesandinstrumentssuchastermsofreferenceforsuccessfulconcessionsorrecordsystemsorlearningobjectsarejealouslyguardedunderlockandkeyinsteadofsharingthemwithothers.

MAINTARGETGROUP:EducationMinistriesandofficials,Informationtechnologyineducationofficials.

RESULTSEXPECTED: Knowledgedatabasetofacilitateregionalpolicyimplementation. Networkofexpertswhocountriesmayconsult.

RESULTS/IMPACTINDICATORS: Numberofdocumentedandsystematizedexperiencesavailableforconsultationbyothers. Impact:rateofconsultations.

ASSESSMENTMETHODOLOGIES: OnlinesurveysonBDuse. Downloadcount.


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5. BIBLIOGRAPHYCEPAL,2011)Aprenderyenseñarcon las tecnologíasdelainformaciónylascomunicacionesenAméricaLatina:potencialesbeneficios.GuillermoSunkel,DanielaTrucco,SebastiánMoller.SantiagodeChile,enerode2011

(Coxetal, 2003):Cox,Margaretyotros (2003), ICTandattainment:AreviewoftheresearchliteratureICTinSchoolsResearchandEvaluationSeries–No.17.DfES-Bectawww.becta.org.uk/page_documents/research/ict_attainment_summary.pdf.

(Cuban,2001).OversoldandUnderused.HarvardCollege2001,LarryCuban.

(Friedman,2005).TheWorldisFlat,ABriefHistoryoftheTwenty-firstCentury,ThomasFriedman

(Harrisonetal,2002)Harrison,Colinandothers(2002),ImpaCT2:TheImpactofInformationandCommunicationTechnologies on Pupil Learning and Attainment. UK:Becta. Accessed at: .http://www.becta.org.uk/page_documents/research/ImpaCT2_strand1_report.pdf.

(InfoDev, 2009) Survey of ICT and Education in theCaribbean, Volume I: Regional Trends and Analysis.InfoDev 2009. Prepared by Edmond Gaible, PhD, TheNatomaGroup.SeriesEditor:MichaelTrucano.

(ITL Research, 2010) Innovative Teaching and LearningResearch: The Pilot Year Research for Educators andSchoolLeaders.MicrosoftPartnersinLearning;2010.Enhttp://www.itlresearch.com/images/stories/reports/ITL%20Research%20Pilot%20Year%20Report%20for%20Educators%20and%20School%20Leaders.pdf

(Jara,2008).DiseñodepolíticasTICparaescuelas.Serie“PolíticasEducativasTICenLatinoamérica”.IgnacioJara

(Lugo, 2008). LASPOLITICASTICEN LAEDUCACIONDEAMERICA LATINA, TENDENCIAS Y EXPERIENCIAS.Maria

TeresaLugo,UniversidadVirtualdeQuilmes/UniversidadCatolicaArgentina,publishedinRevistaFuentes,10,2010;pp.52-68

(OECD-CERI, 2006). New Millenium Learners Project.Obtenidodewww.oecd.org/edu/nml,2006

(Prensky,2001).DigitalNatives,Digital Immigrants.MCBUniversityPress,Vol.9No.5.,MarkPrensky

(Schalk, 2010). Schalk, Ana: El Impacto de lasTIC en laEducación. Relatoríade laConferencia Internacional deBrasilia.OREALCUNESCO,2011.En:http://unesdoc.unesco.org/images/0019/001905/190555s.pdf

(UNESCO,1996):Laeducaciónencierrauntesoro,InformedelaComisiónDelors,1996).

(UNESCO,2008).EstándaresdeCompetenciasenTICparaDocentes, 2008. Paris: http://www.eduteka.org/pdfdir/UNESCOEstandaresDocentes.pdf.(UNESCO,2009). GUIDETOMEASURING INFORMATIONAND COMMUNICATION TECHNOLOGIES (ICT) INEDUCATION.

(UNESCOLAC,2010)ElimpactodelasTICenEducación:relatoríadelaConferenciaInternacionaldeBrasilia,26-29deAbrildel2010.AnaElenaSchalk

(UNESCO, 2011) Global Coordination of UNESCO’sintersectorial initiatives in the area of ICT applicationsineducation. ICTinEducationWorkingGroup,February2011

(21stcenturyskills,2002)P.f.21stcenturyskills:Route21.Obtenidodehttp://www.21stcenturyskills.org/route21/


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APPENDIXIn the interest of providinganoverviewof regionalinitiatives, this document analyzed the major ITEstrategies and/or projects underway from 2005 to2010,with theexceptionofCostaRica,whichhasawealthofexperiencedatingbacktothe1980s.

TheCeibalProject inUruguay (CEIBAL:ConectividadEducativade InformáticaBásicaparaelAprendizajeen Línea): Well-known as the first national levelimplementation of the “one computer per child”(OLPC) model, this program was launched in 2006to provide every Uruguayan, and school childrenin particular, access to computerized informationandnetwork experiencesbetweenhomes, betweenhomes and schools, as well as Internet access. Ithadanotableinitialfocusonequity;seekstofosterincorporationofdigital,inordertonarrowthedigitalgap between other countries, as well as betweenUruguayancitizens,soastofacilitatemoreandbetteraccesstoeducationandculture13.

An assessment of the Ceibal Project conducted inDecember 2009 indicates that interesting resultshavebeguntoappear.First,eventhoughtheproject’sstatedaimisdigitalincorporation,thishaspermeatedschools andmore than 50%of teachers (in schoolsparticipating in theCeibalprogram)state that theyplan computer-based activities both as individualsandasgroupsintheclassroom,atleastonceaweekandasmanyas21%dosoeveryday:

TheuseofthecomputersprovidedbyCeibalProjectisnotlimitedtotheschool.Aspartofthechild’sschoolsupplies, the computer travels to different spacesof use and production of signifiers: the home, theschool,andthecommunity.Particularlyasproposedforhouseholdtasks,thereisanopportunitytoprojectlearningtothefamilyspaceandendowthiswithnew

meaningasaspaceforlearning,personalandstudy,allinone:

Huascarán of Peru: The Peruvian government hassought to channel everything related to contentdevelopmentandICTaccessforeducationalpurposesthrough this program. The Huascarán Project wasconceived for a 10-year time frame: phase 1 (2002-2006)andphase2(2007-2011).Currentlyinthephase2,itsmajorachievementsare:

I Incorporationof3,040institutionsaspartof theprogram,benefitingatotal2.5million students

II Connectivityprovidedto2,400educational institutions

IIITechnologicalandpedagogicaltraininginICT providedto56,600teachers

IVImplementationof14,700computerstations and1,170servers.

Enciclomedia in Mexico: This national programoffers Mexican children and teachers differentways of accessing knowledge. The main idea is toreinforcefreetextbookcontentwithcomplementarydigital educationalmaterial and support classroomlearningwith interactive chalkboards. Enciclomediais an e-learning system consisting of a databasedidacticallydesignedandplannedonthebasisoffifthand sixth grade primary school textbooks.Throughuseofacomputer, interactiveelectronicchalkboardandprojector, teachersandstudentshaveaccess intheclassroomtothefollowingmaterial:freescannedtextbooks,theteacher’swebsitewherestudentscanview in advance the schedule of subjects that will

13 http://www.ceibal.org.uy/index.php?option=com_content&view=article&id=44&Itemid=5614 PlanCeibalmonitoringandeducationalassessment:http://www.ceibal.org.uy/docs/evaluacion_educativa_plan_ceibal_resumen.pdf


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be covered, files, professional development, papersandmore.Thegoalfor2006wastoequipall5thand6th grade primary school classroom (over 165,000classrooms)15.

National Colombian Information Technology orCommunications Technology Plan: Colombia’sNational Computer and Communications Planstates:“by2019everyColombianwillbe connected,makingefficientandproductiveuseofICTtoimprovecompetitiveness through social inclusion. This yearColombiawill rank among the first three countriesofLatinAmericaintheuseofinternationalindicatorsandICTappropriation.” 16 Itisinterestingtonotethatin Colombia, the National ICT Plan is the umbrellafor Information Technology in Education. Plan’sambitiouseducationalobjectivesare:ToprovideaccesstoICTinfrastructurewithworld-class service level standards to the educationcommunitythroughoutthecountry.

Toendthecountry’sdigitalilliteracysothateverymemberofsocietypossessesICTskills.Mechanismsfor developing, assessing, and verifying digitalskillsmustbedesignedthatincludegovernmenttesting , as well as competency certifications inICTuseatotherlevels.

Tomakeperiodicmeasurementsof theprogressof digital literacy in different population groupswithresultindicators.

TheeffectiveuseofICTstoachievehighlevelsofqualityandcoverageoftheeducationalofferingsforallColombians.

TosetinmotionprojectsthatexpandthedigitalliteracyprocessthroughefficientemploymentofcommunityICTaccesscenters.

Tosocializeknowledge,which requiresadequatedigital content management ; legislation andpractices that protect intellectual property andcopyright while also fostering and facilitatingpublication of knowledge on Internet. The Planrecognizestheimportanceofintellectualpropertyand will promote the creation of instances toreviewtheissueofeducationcontentinthedigitalcontext.

To create a favorable environment (institutional,legal and others) that stimulates making bestuseofdigitalsettings,forexample, torecognizeprocesses that promote teachers in theirprofessions who demonstrate ICT competencyandwhomakeactiveuseofthesetechnologiesintheirclassesandpedagogicalprocesses.

ThePlan’smajorprojectionsforthefutureinclude:

AprogramontheuseofmediaandICT(MTIC)

A“ComputersforEducation”17program(upgradingofequipmentforschools)

Creating skills for ICT use in productivedevelopment

AcademicAdvancedTechnologyNetwork,RENATA

TEC Plan of Chile: Since 2007 Chile’s EducationMinistry, through its Enlaces Program, has beenimplementingtheTechnologiesforQualityEducation

15 http://educondis.blogspot.com/2006/06/el-proyecto-enciclomedia-la-apuesta.html16 Colombia:PolíticaNacionaldeTIC,InclusiónSocialyCompetitividadhttp://www.cintel.org.co/rctonline/pdf/12_Politica%20TIC.pdf17 http://cpe.wikiole.com/


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Plan (TEC) that aims to increase the presence oftechnologicalequipmentinschoolsandensureitsuseaspedagogicaltool.ThePlanfocusesonkindergarten,primary and secondary education in government-subsidizedschools.ThePlan’sthreepillarsare:

ClosingtheDigitalGap:Theobjectiveistoattaina computer equipment standard in every schooltoreacharateof10pupilspercomputerby2010.This facetwill be complementedbyaminimumconnectivity standard for schools where this isfeasible.

DigitalTeachingSkills:Theobjectiveistodevelopteaching competencies to enable teachers toconduct pedagogical activities supported bythe technological infrastructure installed in theschools.ThePlancalls foracompleteofferingofteachertrainingorientedtotheacquisitionofskills,includingaself-diagnosisprocessandtrainingtoclosethegapsdetectedinthediagnosis.

DigitalResourcesforLearning:Makesavailabletoschoolsstateof thearteducationalcontentandsoftware designed to support learning to takefull advantage of technological infrastructureincorporatedinschoolsandclassrooms.Itsspecialfocusisoncurriculumdifficulties.Thiscomponentalsofosters innovationinICT-based“PedagogicalModels.”

TECPlan’sthreepillarsreachtheschoolarticulatedthroughEducationalUseofTechnologyPlans,whichconsistofschoolcommitmentonhowtomakebestuseoftechnologicaltoolstoimproveresults.

Proinfo in Brazil:Created in 1997 and still in placetoday, this program has advanced thanks topartnershipwith stateand localgovernments.Thealliance with state governments has been key to

theprogram’ssuccess,inviewoftheimportanceofoperationaldecentralization in its implementation.Its overall objective is to foster the introductionof new ICTs in state and municipal primary andsecondary education networks, as a means tosupport pedagogical teaching-learning processes.Specifically,theprogramaimsto:a)improvequalityofteaching-learningprocesses,b)provideeducationthat is integratedwith technologicalandscientificadvancement and, c) prepare students to exercisetheir citizenship and value the role of the teacher.PROINFOprovidesservicessuchasthefollowing:a)providescomputerequipment toallpublicschoolsofmore than 150students thathavefifth througheighth grade of primary school and, d) developedsub-programs to train teachers and modernizeschoolinstitutionalmanagement.Trainingprovidedby PROINFO includes pedagogical, technical andadministrative support, first, approaching trainingteachers as agents capable of replicating theexperience within their school communities, and,second, fostering basic ICT use competency . By2006,PROINFOhadbenefited5,564municipalities,haddistributed3,800,000

Proyecto Abriendo Futuro (Opening the FutureProject), Technology for Teachers in Guatemala:The project began in 2007 as an initiative of theEducationMinistrytoenablepublicschoolteacherstoacquirepersonalcomputersatanaccessibleprice.Theprogramseekstodeveloptechnologicalskillsofpublicschoolteachers,withruralareasastoppriorityaiming to produce gradual change towards a neweducationalmodelthatfostersformationofcitizensskilledindigitaltechnology.Asecondstageinvolvedimplementation of a training strategy to enablethese teachers to fully benefit from the resourcesandtoolsavailableforfacilitatingtheteachingandlearning process.The program includes a strategicline of action that develops digital resources and


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services to encourage incorporation of technologyintheclassroom,basedontheEducationMinistry’sNational Baseline Curriculum. It also includescreating innovative practices through the use oftechnologyintheteachingandlearningprocess.

National Information Technology in Education Program of Costa Rica: Developed jointly by thePublicEducationMinistryofCostaRicaandtheOmar Dengo Foundationin1988,thisprogramisprobablyoneof the region’soldest.Withprimary educationstudents asmajor beneficiaries, the programaimstonarrowthedigitalgapthroughtheincorporationofdigital technology in ruralandperipheralurbanschools, throughoutthecountry. Itaimstodevelopcognitive skills, and a new professional culture,assistingschoolsthathaveinformationtechnologyin education labs or a classroom computer. Itsconstructivistvisionapproachespedagogicalpracticeof computer use with the Logo Writer program,later updated with MicroMundos, which made itpossible to illustrate various experiences throughsimulations students created with images, sound,videoandotherfeatures.Itsprimaryobjectiveisto“tapthetechnologicalandintellectualpotentialofcomputersinwaysnewgenerationsofCostaRicansnaturallyactandthink.”(Fonseca,1991)

The Caribbean: Many countries of the Caribbeanhave built systems that provide adequate accesstocomputersandInternet in theschoolsandhavedevelopedthecapabilitytodesign,implement,andadminister information technology in educationprojects. Most secondary schools have computerlabswithInternetconnection,althoughfewprimaryschools possess this infrastructure. Examples ofprogress four countries have achieved: Anguilanow guarantees that all primary school pupilsacquireICTskills;BarbadosandTrinidadandTobago

have developed ambitious and comprehensivetechnology projects in their secondary schools;theDominicanRepublic,whichhadnot adopted aICT educationpolicywhen the reportwaswritten,now has installed computer labs with Internetconnection inmore than50percentof itsprimaryandsecondaryschools;inJamaica,theHEARTTrust/NTAorganizationprovidescomputerande-learningsupport to 80,000 vocational education students.Theregion’sEducationMinistriesareseeingpositiveresultsastheproductofthefollowinginvestments:performanceintheregionalCXC–ITexamincreased32%between2004and2005intheCaribbean,inotherwords,childrenaremoreskilled in ITuse.However,these skills still lag behind the competencies thelabormarketrequires.Toattainmoresophisticatedskills, IT must be incorporated as part of thestandardeducationcurriculum(e.g.,teachingmathor languagewith IT support).Yet seriousobstaclescontinue to hinder teacher acquisition of digitalskills,andthispreventsintegration.Consequently,,school education appears to be divorced from thecompetencies the labor market requires. (InfoDev,2009).

An Experience in RegionalCooperation (Relpe Policy Network)

Anotherinterestingregionalinitiative,oneofthefewsuccessfulassociativeexperiences,istheNetworkofEducationalPortals(RELPE)18.

Thenetworkconsistsof24educationalportalsaimedfor national, autonomous, public and free schoolsystems designated by the Education Ministry ofeachcountry.Itsguidingprinciplesare:

Eachcountrydevelopsitsownportalinkeepingwithitsnationaleducationalprojectandinterests,

18 http://www.relpe.org/relpe/


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benefiting from the experience of the othernetworkpartners,withcomplete independenceforselectingthetechnologicalplatformoftheirchoiceofferedbythenetwork.

ContentdevelopedbyportalmemberscirculatesfreelyintheNetwork.

Thefreecirculationofcontentsismadepossibleby the use of a technology, which permitscountries to access and exchange all contentsproducedbyfellowmembercountries.

RELP is not a portal, or even a portal of portals.Rather,itisanetworkofportalsinwhichthemostimportant aspect is that all nodesmake availabletheirownproductionstotheothernodesandeachcountrytakeswhatitconsidersmostuseful.


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QUALITY EDUCATION IN THE DIGITAL AGE - United Nations