Professional Documents
Culture Documents
ORURO – BOLIVIA
2019
INTRODUCTION
Information and Communication Technology
(ICT).
INTRODUCTION
ICT’s role in the society is very important.
INTRODUCTION
Use of ICT in education.
ESTABLISHMENT OF THE PROBLEM
ACCESS FROM HOMES: INEQUALITIES IN
ACCESS TO ICT.
STRATEGIES AND POLICIES: EVALUATION OF
EDUCATIONAL INFORMATICS PROGRAMS.
ACCESS FROM SCHOOLS.
TEACHERS: ICTs IN THE TEACHING
PROCESSES.
USE OF ICT BY STUDENTS.
ACCESS FROM HOMES
INEQUALITIES IN ACCESS TO ICT
International Gap.
ACCESS FROM HOMES
INEQUALITIES IN ACCESS TO ICT
Internal Gap
ACCESS FROM HOMES
INEQUALITIES IN ACCESS TO ICT
Internet Access.
ACCESS FROM HOMES
INEQUALITIES IN ACCESS TO ICT
Age.
ACCESS FROM HOMES
INEQUALITIES IN ACCESS TO ICT
Family Cycle.
STRATEGIES AND POLICIES
EVALUATION OF EDUCATIONAL
INFORMATICS PROGRAMS
STRATEGIES AND POLICIES
EVALUATION OF EDUCATIONAL
INFORMATICS PROGRAMS
Costa Rica – Pie MEP FOD. 1988.
STRATEGIES AND POLICIES
EVALUATION OF EDUCATIONAL
INFORMATICS PROGRAMS
Chile – Enlaces. (1994).
STRATEGIES AND POLICIES
EVALUATION OF EDUCATIONAL
INFORMATICS PROGRAMS
Brazil – ProInfo. 1997.
STRATEGIES AND POLICIES
EVALUATION OF EDUCATIONAL
INFORMATICS PROGRAMS
Mexico – Red Escolar. 2000.
ACCESS FORM SCHOOLS
PISA takes 6 countries, Uruguay, Chile, Argentina,
Mexico, Brazil and Peru; to analyze the following aspects:
Technological resources in schools.
Computer density.
TECHNOLOGICAL RESOURCES IN SCHOOLS
LATINAMERICA (6 COUNTRIES)
SCHOOLS ACORDING COMPUTER AVAILABILITY
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Uruguay Chile Argentina Mexico Brazil Peru
TECHNOLOGICAL RESOURCES IN SCHOOLS
LATINAMERICA (6 COUNTRIES)
SCHOOLS WITH ACCESS TO INTERNET
ACORDING COMPUTER NUMBERS
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Uruguay Chile Argentina Mexico Brazil Peru
TECHNOLOGICAL RESOURCES IN SCHOOLS
LATINAMERICA (6 COUNTRIES)
COMPUTER AVERAGE IN PUBLIC AND PRIVATE SCHOOLS
60
50 47.9
40 36.7
34.1 33.4
30 29
26.3 26.6
22.9
20.1
20
14 15.6
10 6.5
0
Argentina Brazil Chile Mexico Peru Uruguay
Public Private
TECHNOLOGICAL RESOURCES IN SCHOOLS
LATINAMERICA (6 COUNTRIES)
COMPUTER AVERAGE WITH INTERNET ACCESS
IN PUBLIC AND PRIVATE SCHOOLS
30
25 24.5
20.8
20
16.9
15.5
15 14.3
13.4
12.2
10 9
7.3
5 4
2.8
1.5
0
Argentina Brazil Chile Mexico Peru Uruguay
Public Private
TECHNOLOGICAL RESOURCES IN SCHOOLS
LATINAMERICA (5 COUNTRIES)
COMPUTER AVERAGE BY SCHOOL
ACORDING GEOGRAPHIC LOCATION
90
80.6
80
70
60
50 47.2
40 36.5
32.3
28.7 29.2
30 24.8 25.5 26.4
18.9 17.1 19.2
20
13.7 11.8
10 8.9 8
4.5 6.2 4.3
1.3
0
Argentina Brazil Chile Mexico Uruguay
Rural ShantyTown City Metropolis
TECHNOLOGICAL RESOURCES IN SCHOOLS
LATINAMERICA (5 COUNTRIES)
COMPUTER AVERAGE WITH INTERNET ACCESS
ACORDING GEOGRAPHIC LOCATION
25
20.1
20
16
14.9
15 13.814.3
12
10
10
6.7 6.9 7
5.5
5 4.1 4.2
2.9 2.8
1.1 1.4
0.1
0
Argentina Brazil Chile 0 Mexico
0 Uruguay
Rural ShantyTown City Metropolis
COMPUTER DENSITY
LATIN AMERICA (5 COUNTRIES)
STUDENTS RATE BY COMPUTER
Uruguay 26.7
Mexico 35.2
Chile 42.2
Argentina 52.2
Brazil 193.1
90
80
70
60
50
40
30
20
10
0
Brazil/Home Brazil/School Chile/Home Chile/School Mexico/Home Mexico/School
CONCLUSIONS
Our countries, education constitutes a strategic
area for reduction of the digital gap.
CONCLUSIONS
The use of formal education systems to
democratize access to ICTs requires public
policies.
CONCLUSIONS
The process of computerization of schools is at
different "moments" of development.