an Eldis Resource

This paper examines how the rush to incorporate information and communication technology (ICT) in schools in developed countries is leading to a double challenge facing developing countries:

• first, developing countries face a growing educational divide in terms of access to digital resources and services and of human capacity to take advantage of them
• second, when addressing the issues involved in defining ICT in education policy, decision-makers in these countries are experiencing increasingly complex scenarios.

For policy-makers in developing countries, the increasing variety of ICT applications in education, and the many associated claims, put an ever-increasing demand on more and better information before they are able to make decisions on investments.

This paper provides case study information on experiences and offers analysis from ICT in education initiatives in Latin American in general, and from the Chilean "Enlaces" (links) project in particular to facilitate understanding the ICT environment.

The authors findings include:

• well-trained and motivated teachers can improve the learning conditions with ICT, and can acquire ICT skills together with their students, thus preparing them more properly for the emerging knowledge society
• classroom, school and system-wide information management processes may also be enhanced through ICT, freeing teachers from clerical tasks, making information flow more efficient and transparent inside the educational system, and helping policy-makers with more timely and accurate
• ICT are also an equity issue in many developing countries where low income and isolated rural schools may use them to dramatically enhance their learning tools and resources and connect students with other realities, peoples and educational projects around the world
• introducing ICT into schools, without a proper staff development plan and without a pedagogical perspective, is a low-return investment
• relevant digital educational content, both from the Internet and from CDs is an important consideration that needs careful attention, especially in terms of addressing learning needs, teaching practices and models that may become critical factors inside the classroom.

The authors conclude that implementing an ICT policy in education requires a long-term commitment from various levels of government. A sound evaluation strategy of the ICT program, with achievement standards and performance indicators, will help in providing accountability. There is no universal truth when it comes to applying ICT in education, and that there is no advice that can be directly applied without considering each country’s reality, priorities and long-term budgetary prospects and commitment.

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