Digital inclusion in education in Tarija, Plurinational State of Bolivia

cepal.articleNo4
cepal.bibLevelSección o Parte de un Documento
cepal.callNumberLC/G.2636-P
cepal.docTypeRevistas
cepal.jelCodeI24
cepal.jelCodeI25
cepal.jelCodeI28
cepal.jobNumberRV115Farfan_en
cepal.physicalDescriptiongráficos., tablas
cepal.regionalOfficeSantiago
cepal.sdg4
cepal.sdg9
cepal.sdg16
cepal.topicEngEDUCATION
cepal.topicSpaEDUCACIÓN
cepal.workareaEngECONOMIC DEVELOPMENT
cepal.workareaEngSOCIAL DEVELOPMENT
cepal.workareaSpaDESARROLLO ECONÓMICO
cepal.workareaSpaDESARROLLO SOCIAL
dc.contributor.authorFarfán Sossa, Sulma
dc.contributor.authorMedina Rivilla, Antonio
dc.contributor.authorCacheiro González, María Luz
dc.coverage.spatialEngBOLIVIA (PLURINATIONAL STATE OF)
dc.coverage.spatialSpaBOLIVIA (ESTADO PLURINACIONAL DE)
dc.date.accessioned2015-08-11T22:13:19Z
dc.date.available2015-08-11T22:13:19Z
dc.date.issued2015-04
dc.description.abstractThis study analyses digital inclusion in secondary education in the Tarija School District in the Plurinational State of Bolivia for the 2012-2013 school year, using the indicators in the Plan of Action for the Information Society in Latin America and the Caribbean (Plan of Action elac). This is an exploratory and descriptive analysis based on a sample of 311 students, 108 teachers and 15 school principals. According to the findings, teenagers use the Internet to look for information and entertainment; the expansion of mobile technology among them offers numerous educational opportunities; and insufficient training for teachers on how to integrate information and communications technologies (icts) into the learning process is a top challenge. The existence of icts in schools has been confirmed, but not their use. Local and national efforts are helping to reduce the digital divide and promote equality of opportunity for young people.
dc.formatTexto
dc.format.extentpáginas. 63-8
dc.format.mimetypeapplication/pdf
dc.identifier.unSymbolLC/G.2636-P
dc.identifier.urihttps://hdl.handle.net/11362/38833
dc.language.isoeng
dc.physicalDescriptionp. 63-80; grafs., tabls
dc.relation.isPartOfCEPAL Review
dc.relation.isPartOfNo115
dc.relation.isPartOfSeriesCEPAL Review
dc.relation.translationLanguagespa
dc.relation.translationRecordLa inclusión digital en la educación de Tarija, Bolivia
dc.relation.translationUrihttps://hdl.handle.net/11362/37831
dc.rights.coarDisponible
dc.subject.unbisEngEDUCATION
dc.subject.unbisEngSECONDARY EDUCATION
dc.subject.unbisEngPUBLIC SCHOOLS
dc.subject.unbisEngDIGITAL DIVIDE
dc.subject.unbisEngEDUCATIONAL INNOVATIONS
dc.subject.unbisEngINTERNET
dc.subject.unbisEngINFORMATION TECHNOLOGY
dc.subject.unbisEngCOMMUNICATION TECHNOLOGY
dc.subject.unbisEngPROGRAMMES OF ACTION
dc.subject.unbisEngEQUAL OPPORTUNITY
dc.subject.unbisEngICT INDICATORS
dc.subject.unbisSpaEDUCACION
dc.subject.unbisSpaENSEÑANZA SECUNDARIA
dc.subject.unbisSpaESCUELAS PUBLICAS
dc.subject.unbisSpaBRECHA DIGITAL
dc.subject.unbisSpaINNOVACIONES PEDAGOGICAS
dc.subject.unbisSpaINTERNET
dc.subject.unbisSpaTECNOLOGIA DE LA INFORMACION
dc.subject.unbisSpaTECNOLOGIA DE LAS COMUNICACIONES
dc.subject.unbisSpaPROGRAMAS DE ACCION
dc.subject.unbisSpaIGUALDAD DE OPORTUNIDADES
dc.subject.unbisSpaINDICADORES TIC
dc.titleDigital inclusion in education in Tarija, Plurinational State of Bolivia
dc.type.coarrevista
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