ENSAYO INDIVIDUAL

LAS DIFICULTADES DE LAS TIC EN LA EDUCACIN BASICA PRIMARIA DEL CARIBE.

PRESENTADO POR:

IRIS BERMEJO MUOZ.

TUTOR(A):

MABEL CELIN MOLINO.

UNIVERSIDAD DE CARTAGENA (CREAD) SAN JUAN NEPOMUCENO BOLIVAR 10 DE MAYO 2013.

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 spread the 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

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 spread of 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

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 Jara Durante 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.