Strategic approaches on the use of ICTs in in Education in Latin America and the Caribbean

Since the beginning of the century, universal access to a quality education as an essential human right has faced a paradigmatic change. The development of ICTs (Information and Communication Technologies) in the last few years is demanding that the educational system updates its practices and contents to match the new information society. 

First, updating constitutes a teaching challenge. To incorporate ICTs in the classroom and the school curriculum, there needs to be a modification in the initial teachers’ education and services, and public policies have to guarantee a consistent implementation of reforms to have an affect the education systems integrally, including access to a quality technological infrastructure (hardware, software and accessibility to information and communication services). Likewise, ICTs also offer the potential benefit of improving the school’s management, which implies the training of management and administrative staff in the use these new technologies. The experience of adding technologies to the education systems in Latin America and the Caribbean during the last twenty years has showed little improvement in the quality of education. This is partly explained by the policy of incorporating new technologies by “importing” and launching them in the schools devices, cables and computer programmes without a clear previous approach of the objectives to be attained and the appropriate strategies to reach those objectives. Only then, can it be determined which technologies will be better to back the achievements pursued. In the end, technologies represent a marginal benefit to education practices becoming means occupying relatively the same significance before investment. Lack of evidence showing the effect of technologies on education also relates to the limitation of evaluation systems of quality have, basically restricted to standardisation test that assess some issues.

Two concepts are especially significant to implement a new education paradigm for the Latin American and Caribbean schools: the renewal of education practices and the strategies related to learning evaluation. The development of both concepts rep- 9 resents challenges, while they offer alternatives to backup the implementation of these changes

This document presents ideas to design a new education paradigm that focuses its task on students’ learning and development of their full potential so that everybody has the skills to participate and contribute to more fair, democratic and integrated societies.

Year
Friday, March 15, 2013 - 3pm
Publisher
UNESCO-Santiago
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