Policies and practices for the use of information and communications technologies (ICTs) in education in Latin America and the Caribbean

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cepal.bibLevelDocumento Completo
cepal.callNumberINT UN/SO 19(171/2011)
cepal.callNumberLC/L.3335-P
cepal.docTypeSeries
cepal.idSade45415
cepal.jobNumberS1100695 E
cepal.physicalDescriptiongráficos, tablas
cepal.projectProyecto @LIS2, Alianza para la Sociedad de la Información 2. Diálogo Político Inclusivo e Intercambio de Experiencias. Componente Educación (CEC/08/003)
cepal.regionalOfficeSantiago
cepal.topicEngEDUCATION
cepal.topicEngINFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICTS)
cepal.topicSpaEDUCACIÓN
cepal.topicSpaTECNOLOGÍAS DE LA INFORMACIÓN Y LAS COMUNICACIONES (TIC)
cepal.workareaEngSOCIAL DEVELOPMENT
cepal.workareaSpaDESARROLLO SOCIAL
dc.contributor.authorHinostroza, J. Enrique
dc.contributor.authorLabbé, Christian
dc.contributor.institutionUNESCO. Institute for Statistics
dc.contributor.institutionComisión Europea
dc.coverage.spatialEngLATIN AMERICA AND THE CARIBBEAN
dc.coverage.spatialSpaAMERICA LATINA Y EL CARIBE
dc.date.accessioned2014-01-02T16:21:53Z
dc.date.available2014-01-02T16:21:53Z
dc.date.issued2011-11
dc.descriptionIncludes bibliography
dc.description.abstractThis report presents the results of a study on policies and practices related to the incorporation of information and communications technologies (ICTs) into education systems in the countries of Latin America and the Caribbean. The purpose of the study was to ascertain how well-defined the policy dimensions for ICTs in education are and to determine the extent to which they have been implemented. The study was designed using three theoretical approaches: Traditional concepts used to gauge ICT penetration in society. Findings of studies that seek to identify and describe factors impacting ICT use in school systems. The concepts linked to stages of ICT uptake by organizations, and, particularly, by schools. With this conceptual foundation, and taking into consideration the scarcity of reliable statistical data on these topics, the data were gathered by means of a questionnaire designed to cover the major concerns of the study, i.e. the design and implementation of policies for ICTs in education as assessed by a set of indicators. The questionnaire was sent to representatives designated by the ministries of education of 17 countries in the region, as described in the corresponding section of this report. The findings on policy definition show that, while only about half of the countries have formal, published policies, most of them have units that are responsible for policies related to ICTs in education. Most of these policies focus on the teaching-learning process and on school management, as well as the development of ICT competencies among students and teachers.
dc.formatTexto
dc.format.extent67 páginas.
dc.format.mimetypeapplication/pdf
dc.identifier.unSymbolLC/L.3335-P
dc.identifier.urihttps://hdl.handle.net/11362/6187
dc.language.isoeng
dc.physicalDescription67 p.: grafs., tabls.
dc.publisherCEPAL
dc.publisher.placeSantiago
dc.relation.isPartOfSeriesSerie Políticas Sociales
dc.relation.isPartOfSeriesNo171
dc.relation.translationLanguagespa
dc.relation.translationRecordPolíticas y prácticas de informática educativa en América Latina y El Caribe
dc.relation.translationUrihttps://hdl.handle.net/11362/6182
dc.rights.coarDisponible
dc.subject.unbisEngINFORMATION TECHNOLOGY
dc.subject.unbisEngCOMMUNICATION TECHNOLOGY
dc.subject.unbisEngINTERNET
dc.subject.unbisEngEDUCATION
dc.subject.unbisEngEDUCATIONAL DEVELOPMENT
dc.subject.unbisEngSTUDENTS
dc.subject.unbisEngTEACHERS
dc.subject.unbisEngICT INDICATORS
dc.subject.unbisEngEDUCATIONAL INDICATORS
dc.subject.unbisSpaTECNOLOGIA DE LA INFORMACION
dc.subject.unbisSpaTECNOLOGIA DE LAS COMUNICACIONES
dc.subject.unbisSpaINTERNET
dc.subject.unbisSpaEDUCACION
dc.subject.unbisSpaDESARROLLO DE LA EDUCACION
dc.subject.unbisSpaALUMNOS
dc.subject.unbisSpaMAESTROS
dc.subject.unbisSpaINDICADORES TIC
dc.subject.unbisSpaINDICADORES EDUCATIVOS
dc.titlePolicies and practices for the use of information and communications technologies (ICTs) in education in Latin America and the Caribbean
dc.type.coarlibro
dspace.entity.typePublication
relation.isAuthorOfPublicationc4af3291-7c6c-4343-bb46-10e21c5dc0f4
relation.isAuthorOfPublication97fe4078-b356-4ed2-8932-7c5db720c759
relation.isAuthorOfPublication.latestForDiscoveryc4af3291-7c6c-4343-bb46-10e21c5dc0f4
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