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ENSAYO INDIVIDUAL

LAS DIFICULTADES DE LAS TIC EN LA EDUCACIN BASICA PRIMARIADEL CARIBE.

PRESENTADO POR:

IRIS BERMEJO MUOZ.

TUTOR(A):

MABEL CELIN MOLINO.

UNIVERSIDAD DE CARTAGENA

(CREAD) SAN JUAN NEPOMUCENO BOLIVAR

10 DE MAYO 2013.

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WHAT ARE THE CHALLENGES OF ICT IN THE CARIBBEAN ELEMENTARY

BASIC EDUCACON?

The new technologies of information and communication technologies (ICT) have

permeated school systems around the world with the promise of improvement, the

countries of Latin America and the Caribbean have developed over this time great

efforts not survive outside of this global trend. The region in the early nineties had

achieved almost universal access to primary education. Despite this achievement,

progression and completion of this level was far from optimal, and is began to

generate the first ICT policies and programs aimed at schools, was to improve

education, but also to take the challenge of competing in a global market with a

more skilled workforce novating and incorporating knowledge of production

processes, to the design and implementation of these policies and programs

generated a set of promises and expectations among actors in the educational

community that betting on the potential of ICT to alter the stage where they are

introduced, thereby facilitating the observation and practice reformulation prevailing

inducing changes and improvements in the structural conditions in the industry.

In particular, there was an expectation that these technologies have the potential to

meet a double challenge: first, complete coverage quality standards and

outstanding since the last century and, secondly, implement innovations to meet

the educational requirements of the new century.

However, the policies promoted by countries to spread the use of ICT in primary

and secondary education However, the policies promoted by countries to spreadthe use of ICT in primary and secondary education The evidence shows that the

process of integrating new technologies into the school world is less fluid than

expected, presenting many barriers associated with the conditions, practices and

beliefs. The inflexibility and institutional isolation of the school, the persistence of

traditional educational practices, the lack of proper integration of ICT in the

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curriculum and poor school management training in ICT environments, are some of

the main conditions and factors affecting the achievement of the promised impacts

In response to these challenges, countries have sought various ways to overcome

the obstacles to expanding the use of ICT in schools. The identification and spreadof what is considered good practice in educational use of ICT has been a recurring

strategy worldwide to try to disperse the ideas and practices that seem to be,

beyond the boundaries of the schools where they bloom, so to expand the positive

impacts that can often be seen on a small scale.

Furthermore, research in this field has sought to systematize the conditions and

factors that affect the emergence of good practice, so that policy makers and

educational administrators can create favorable contexts for replication and

scalability them; In Latin America and the Caribbean additionally, have failed to

transform the education system into a driver of equal opportunities, in part because

a major determinant of achievement and educational returns is in climate and

household disposable income source.

The very advances in recent decades in terms of coverage, access and

progression of different educational levels have led to the stratification of learning

and achievement in education systems Most of the time this inequality is reflected,

too, in a marked segmentation and stratification of the quality and efficiency of

education provision system itself.

We can say that, from the incorporation of ICT in the classroom has increased

motivation for learning in children, but so far failed to effectively measure the level

of achievement in learning. The potential of ICT at school is not limited only to

digital literacy of the population, is also expected that ICT can be introduced

transversely into the teaching and learning process, facilitating the formation of

modern skills and improving educational achievements students.

The new era of information technology and communication (ICT) will allow us as

future graduates, demonstrate the changes and transformations that are generated

for students and teachers. He has also produced "a paradigm shift" a potential

transformation of education systems, requiring new roles, new teaching

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methodologies, including a reconsideration of the concept of teacher. ICT aims to

meet the needs of their students generate many benefits, and this is an

educational alternative that incorporates a model that fosters meaningful learning,

dynamic and interactive.

I. -------------------------------------------------

Muchas de las ideas que se presentan en este captulo fueron discutidas con Ignacio JaraDurante el desarrollo de esta lnea de trabajo en el proyecto educacin del programa@LIS2. Agradezco de manera especial su invaluable apoyo durante todo el proceso.