Digital inclusion in education in Tarija, Plurinational State of Bolivia

This 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...

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Autores principales:	Farfán Sossa, Sulma, Medina Rivilla, Antonio, Cacheiro González, María Luz
Formato:	Texto
Lenguaje:	English
Publicado:	2015
Materias:	EDUCACION ENSEÑANZA SECUNDARIA ESCUELAS PUBLICAS BRECHA DIGITAL INNOVACIONES PEDAGOGICAS INTERNET TECNOLOGIA DE LA INFORMACION TECNOLOGIA DE LAS COMUNICACIONES PROGRAMAS DE ACCION IGUALDAD DE OPORTUNIDADES INDICADORES TIC EDUCATION SECONDARY EDUCATION PUBLIC SCHOOLS DIGITAL DIVIDE EDUCATIONAL INNOVATIONS INFORMATION TECHNOLOGY COMMUNICATION TECHNOLOGY PROGRAMMES OF ACTION EQUAL OPPORTUNITY ICT INDICATORS
Acceso en línea:	http://hdl.handle.net/11362/38833
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spelling	oai-11362-388332020-03-06T16:50:27Z Digital inclusion in education in Tarija, Plurinational State of Bolivia Farfán Sossa, Sulma Medina Rivilla, Antonio Cacheiro González, María Luz EDUCACION ENSEÑANZA SECUNDARIA ESCUELAS PUBLICAS BRECHA DIGITAL INNOVACIONES PEDAGOGICAS INTERNET TECNOLOGIA DE LA INFORMACION TECNOLOGIA DE LAS COMUNICACIONES PROGRAMAS DE ACCION IGUALDAD DE OPORTUNIDADES INDICADORES TIC EDUCATION SECONDARY EDUCATION PUBLIC SCHOOLS DIGITAL DIVIDE EDUCATIONAL INNOVATIONS INTERNET INFORMATION TECHNOLOGY COMMUNICATION TECHNOLOGY PROGRAMMES OF ACTION EQUAL OPPORTUNITY ICT INDICATORS This 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. 2015-08-11T22:13:19Z 2015-08-11T22:13:19Z 2015-04 Texto Sección o Parte de un Documento http://hdl.handle.net/11362/38833 LC/G.2636-P 4 en CEPAL Review CEPAL Review 115 .pdf application/pdf BOLIVIA (ESTADO PLURINACIONAL DE) BOLIVIA (PLURINATIONAL STATE OF)
institution	Cepal
collection	Cepal
language	English
topic	EDUCACION ENSEÑANZA SECUNDARIA ESCUELAS PUBLICAS BRECHA DIGITAL INNOVACIONES PEDAGOGICAS INTERNET TECNOLOGIA DE LA INFORMACION TECNOLOGIA DE LAS COMUNICACIONES PROGRAMAS DE ACCION IGUALDAD DE OPORTUNIDADES INDICADORES TIC EDUCATION SECONDARY EDUCATION PUBLIC SCHOOLS DIGITAL DIVIDE EDUCATIONAL INNOVATIONS INTERNET INFORMATION TECHNOLOGY COMMUNICATION TECHNOLOGY PROGRAMMES OF ACTION EQUAL OPPORTUNITY ICT INDICATORS
spellingShingle	EDUCACION ENSEÑANZA SECUNDARIA ESCUELAS PUBLICAS BRECHA DIGITAL INNOVACIONES PEDAGOGICAS INTERNET TECNOLOGIA DE LA INFORMACION TECNOLOGIA DE LAS COMUNICACIONES PROGRAMAS DE ACCION IGUALDAD DE OPORTUNIDADES INDICADORES TIC EDUCATION SECONDARY EDUCATION PUBLIC SCHOOLS DIGITAL DIVIDE EDUCATIONAL INNOVATIONS INTERNET INFORMATION TECHNOLOGY COMMUNICATION TECHNOLOGY PROGRAMMES OF ACTION EQUAL OPPORTUNITY ICT INDICATORS Farfán Sossa, Sulma Medina Rivilla, Antonio Cacheiro González, María Luz Digital inclusion in education in Tarija, Plurinational State of Bolivia
description	This 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.
format	Texto
author	Farfán Sossa, Sulma Medina Rivilla, Antonio Cacheiro González, María Luz
author_facet	Farfán Sossa, Sulma Medina Rivilla, Antonio Cacheiro González, María Luz
author_sort	Farfán Sossa, Sulma
title	Digital inclusion in education in Tarija, Plurinational State of Bolivia
title_short	Digital inclusion in education in Tarija, Plurinational State of Bolivia
title_full	Digital inclusion in education in Tarija, Plurinational State of Bolivia
title_fullStr	Digital inclusion in education in Tarija, Plurinational State of Bolivia
title_full_unstemmed	Digital inclusion in education in Tarija, Plurinational State of Bolivia
title_sort	digital inclusion in education in tarija, plurinational state of bolivia
publishDate	2015
url	http://hdl.handle.net/11362/38833
work_keys_str_mv	AT farfansossasulma digitalinclusionineducationintarijaplurinationalstateofbolivia AT medinarivillaantonio digitalinclusionineducationintarijaplurinationalstateofbolivia AT cacheirogonzalezmarialuz digitalinclusionineducationintarijaplurinationalstateofbolivia
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Digital inclusion in education in Tarija, Plurinational State of Bolivia

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