The end of Enlaces: 25 years of an ICT education policy in Chile

Authors

DOI:

https://doi.org/10.1344/der.2020.37.96-108

Keywords:

ICT education policy, Chile, digital literacy, digital society, educational institutional framework

Abstract

This article analyzes the reasons behind the end of the ICT in education policy (Enlaces) driven by the Chilean Ministry of Education for 25 years. The argument is that the institution that sought to give sustainability to this policy over time, ended up losing its ability to lead relevant responses to the educational challenges posed by the growing digitalization of the Chilean society. To develop this argument, first we describe the main characteristics, history and results of Enlaces until 2018, and second, we analyze the institutional development of Enlaces in light of the challenges posed to ICT in education policies in the world.

References

Agencia de la Calidad de Educación (2017). Percepciones acerca del uso de Tecnologías de Información y Comunicación (TIC) y los aprendizajes de los alumnos de enseñanza media. Santiago, Chile.

Arancibia, M., Cosimo, D., & Casanova, R. (2018). Percepción de los profesores sobre integración de TIC en las prácticas de enseñanza en relación a los marcos normativos para la profesión docente en Chile, doi: org/10.1590/s0104-40362017002501119. Revista Ensaio: Avaliaçao e Políticas Públicas em Educaçao, 26(98), 163-184.

Bilbao, A. & Salinas, A. (eds.) El Libro Abierto de la Informática Educativa: Lecciones y Desafíos de la Red Enlaces. Mineduc: 2013.

Brun, M., & Hinostroza, J. E. (2011). Research on ICT integration for enhancing quality in teacher education: Nationwide policy or global challenge. Developing quality cultures in teacher education: Expanding horizons in relation to quality assurance, 99-118.

Buckingham, D. (2006). Defining digital literacy: What do young people need to know about digital media? Digital Kompetanse-Nordic Journal of Digital Literacy, 1 (4), 263–276. Henta frå idunn.

Cabello, P. & Claro, M. (2017). General Results, Kids Online Survey Chile. Santiago: Kids Online Chile.

Claro, M., Salinas, A., Cabello-Hutt, T., San Martín, E., Preiss, D. D., Valenzuela, S., & Jara, I. (2018). Teaching in a Digital Environment (TIDE): Defining and measuring teachers' capacity to develop students' digital information and communication skills. Computers & Education, 121, 162-174.

Choi, M. (2016). A concept analysis of digital citizenship for democratic citizenship education in the internet age. Theory & research in social education, 44(4), 565-607.

Dockendorff, M., & Solar, H. (2018). ICT integration in mathematics initial teacher training and its impact on visualization: the case of GeoGebra. International Journal of Mathematical Education in Science and Technology, 49(1), 66-84.

Donoso, G. (2010), Enlaces en el sistema escolar chileno: evolución de sus cifras, en: El Libro Abierto de la Informática Educativa: Lecciones y Desafíos de la Red Enlaces, Santiago de Chile: Ministerio de Educación.

Dussell, I. & Quevedo, LA (2010). Educación y nuevas tecnologías: los desafíos pedagógicos ante el mundo digital. Fundación Santillana.

Eickelmann, B. (2018). Cross-National Policies on Information and Communication Technology in Primary and Secondary Schools: An International Perspective. Second Handbook of Information Technology in Primary and Secondary Education, 1-12.

Erstad, O. (2012). The learning lives of digital youth—beyond the formal and informal. Oxford Review of Education, 38:1, 25-43, DOI: 10.1080/03054985.2011.577940

Erstad, O., & Voogt, J. (2018). The twenty-first century curriculum: issues and challenges. Second Handbook of Information Technology in Primary and Secondary Education, 1-18.

Facer, K. (2011). Learning futures: Education, technology and social change. Londres: Routledge.

Fraillon, J., Ainley, J., Schulz, W., Friedman, T. and Gebhardt, E. (2014). Preparing for Life in a Digital Age: The IEA International Computer and Information Literacy Study, International Report, IEA: Springer Open.

Fraillon, J., Ainley, J., Schulz, W., Friedman, T. and Duckworth, D. (2019). Preparing for Life in a Digital Age: IEA International Computer and Information Literacy Study 2018 International Report, IEA. Available in www.iea.nl.

Hague, C., & Payton, S. (2010). Digital literacy across the curriculum. Austria: Futurelab.

Halverson, E. R., & Sheridan, K. (2014). The maker movement in education. Harvard educational review, 84(4), 495-504.

Hangen, T. (2015). Historical Digital Literacy, One Classroom at a Time. Journal of American History, 101(4), 1192–1203. https://doi.org/10.1093/jahist/jav062

Hepp, P. (2003). Enlaces: el programa de informática educativa de la reforma educacional chilena, en: Políticas educacionales en el cambio de siglo: La reforma del sistema escolar de Chile, C. Cox, Santiago, Chile: Editorial Universitaria.

Hinostroza, J. E., Labbé, C., Brun, M., & Matamala, C. (2011). Teaching and learning activities in Chilean classrooms: Is ICT making a difference?. Computers & Education, 57(1), 1358-1367.

Jara, I. (2003), La experiencia chilena de la Red Enlaces, en: Educación y Nuevas Tecnologías: Experiencias en América Latina, Buenos Aires: Unesco.

Jara, I. (2003b). La organización central de los programas de mejoramiento de la calidad de la educación escolar chilena en los noventa, en: Políticas educacionales en el cambio de siglo: La reforma del sistema escolar de Chile, C. Cox, Santiago, Chile: Editorial Universitaria.

Jara, I. (2013). Las políticas TIC en los sistemas educativos de América Latina: Caso Chile. Unicef: Buenos Aires.

Jaramillo & Chávez (2015). TIC y educación en Chile: Una revisión sistemática de la literatura. Nuevas Ideas en Informática Educativa TISE. Kane, R. G., Ng-A-Fook, N., Radford, L., & Butler, J. K. (2017). Conceptualizing and contextualizing digital citizenship in urban schools: Civic engagement, teacher education, and the placelessness of digital technologies. Citizenship Education Research Journal, 6(1), 24-38.

Liu, I. F., & Ko, H. W. (2019). Roles of paper-based reading ability and ICT-related skills in online reading performance. Reading and Writing, 32(4), 1037-1059.

Merchant, G. (2013). The Trashmaster: literacy and new media, Language and Education, 27:2, 144-160, DOI: 10.1080/09500782.2012.760586

Peirano, C., Kluttig, M., Vergara, C. (2009), Evidencia sobre el uso de tecnologías y su correlación con el desempeño en Pisa-Ciencias 2006 en ¿Qué nos dice PISA sobre la educación de los jóvenes en Chile?, Ministerio de Educación de Chile, Santiago de Chile: Ministerio de Educación.

Raczynski, D. and Pavéz, A. (2000), Diseño de un modelo de evaluación de resultados de la Red Enlaces, Santiago de Chile: Asesorías para el Desarrollo.

Sánchez, J., & Salinas, A. (2008). ICT & learning in Chilean schools: Lessons learned. Computers & Education, 51(4), 1621-1633.

Selwyn, N. (2010). Schools and schooling in the digital age: A critical analysis. Routledge.

SITEAL (2015). Infraestructura Digital para Educación: Avances y Desafíos para Latinoamérica. Buenos Aires: IIPE-UNESCO.

MINEDUC (2017). Informe Nacional: Revisión de las Políticas Educativas en Chile, desde 2004 a 2016, Centro de Estudios, Ministerio de Educación: Santiago.

Pangrazio, L. (2016). Reconceptualising critical digital literacy. Discourse: Studies in the cultural politics of education, 37(2), 163-174.

Trucano, M. & Dykes, G. (2017.) Building and sustaining national educational agencies: Lessons, models and case studies from around the world. Washington, DC: The World Bank. Available at: http://saber.worldbank.org

Severín, E. (2017). Lessons from Chile (Enlaces) in Building and sustaining national educational agencies: Lessons, models and case studies from around the world. Trucano, M. & Dykes, G. Eds. Washington, DC: The World Bank. Available at: http://saber.worldbank.org

OECD (2015). Students, Computers and Learning: Making the connection. Paris: OECD.

Subtel (2002). Análisis de Estadísticas por Hogar del Sector Telecomunicaciones Según Censo de Población y Vivienda Chile 2002. http://www.subtel.gob.cl/images/stories/articles/subtel/asocfile/iest_7.pdf

Van Laar, E., van Deursen, A., van Dijk, J., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. [Review]. Computers in Human Behavior, 72, 577-588. doi: 10.1016/j.chb.2017.03.010

Voogt, J., Knezek, G., Christensen, R., Lai, K. W., Pratt, K., Albion, P., ... & Resta, P. (2017, March). The International Handbook of Information Technology in Primary and Secondary Education: Part 2. In Society for Information Technology & Teacher Education International Conference (pp. 1082-1085). Association for the Advancement of Computing in Education (AACE).

Williamson, B. (2013). The future of the curriculum: School knowledge in the digital age. MIT Press.

Downloads

Published

2020-06-30

Issue

No. 37 (2020): Number 37 June 2020 [Monographic] Digital learning: distraction or default for the future

Section

Monographic Articles

License

The authors who publish in this journal agree to the following terms:

  1. Authors retain copyright and grant the journal the right of first publication.
  2. The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
  3. In order to mention the works, you must give credit to the authors and to this Journal.
  4. Digital Education Review, DER,  does not accept any responsibility for the points of view and statements made by the authors in their work.