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UNIVERSIDAD TÉCNICA DE ORURO

FACULTAD DE CIENCIAS ECONÓMICAS, FINANCIERAS Y ADMINISTRATIVAS


DEPARTAMENTO DE IDIOMAS

A VIEW OF THE ICT IN LATIN


AMERICA EDUCATIONAL SYSTEM
BY: HECTOR MIRANDA ALANEZ

ASSESSOR: LIC. PABLO CUEVAS CARPIO

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

0 50 100 150 200 250


TEACHERS
ICTs IN THE TEACHING PROCESSES
Training Teachers.
TEACHERS
ICTs IN THE TEACHING PROCESSES
ICT in teaching processes.
USE OF ICT BY STUDENTS
FREQUENCY OF USE OF COMPUTER
FOR STUDENTS OF 15 YEARS ACCORDING TO PLACE

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.