Nota CIMA #14: ¿Cuentan las escuelas con la tecnología necesaria para la transformación digital?

Connecting Teacher Training to Task-Based Language Teaching Implementation

“…Among secondary students, 71% have access to a desktop computer and 50% a laptop computer (Arias Ortiz & Viteri, 2019). At the primary level, technology access in schools has also been growing at a rapid rate in recent decades-from 47% of schools with internet access in 2006 to 66% in 2013 (Arias Ortiz & Viteri, 2019). The countries studied in this report have, in many cases, been among the fastest and earliest adopters of new technologies for learning.…”

“…The countries studied in this report have, in many cases, been among the fastest and earliest adopters of new technologies for learning. For example, Costa Rica and Uruguay are second and third only to Colombia in terms of access to tablets in schools (30% and 26%, respectively) (Arias Ortiz & Viteri, 2019). These high coverage levels hold out in survey results as well, indicating that internet access in English classrooms closely parallels overall rates across the education system.…”

“…Uruguay (99%), Chile (97%) and Costa Rica (96%) have the three highest rates of internet access in the region-each over 30 percentage points higher than the regional average-as well as the smallest gaps in access between students from different socioeconomic backgrounds. Panama is the outlier, with a coverage rate of 62%, slightly below the regional average (see Graph 7) (Arias Ortiz & Viteri, 2019). Across Latin America, seven out of every ten students have access to technological resources at their school.…”

“…Across Latin America, seven out of every ten students have access to technological resources at their school. Among secondary students, 71% have access to a desktop computer and 50% a laptop computer (Arias Ortiz & Viteri, 2019). At the primary level, technology access in schools has also been growing at a rapid rate in recent decades-from 47% of schools with internet access in 2006 to 66% in 2013 (Arias Ortiz & Viteri, 2019).…”