Learning with ICT to teach with ICT in the Dominican Republic. The program “República Digital Educación”
DOI:
https://doi.org/10.35362/rie7913322Keywords:
Digital technologies; teacher education; digital divide; digital inclusionAbstract
The integration of digital technologies in schools and classrooms in Latin America is not recent. Different countries have developed their own policies, adapted to their traditions, conditions and possibilities. In this article we present briefly the program “Republica Digital Educación” that is implemented in the Dominican Republic since the year 2017. The program “Republica Digital Educación” is an initiative of the Presidency of the Dominican Republic and raises aimed at the modernization and improvement of the quality of the teaching and learning of the students through the integration of technologies digital teaching and learning processes, as well as the management of schools. The project includes the delivery of a (laptop) computer for each teacher, equipment management and student, as well as digital whiteboards. The program “Republica Digital Educación” has adopted a model of teacher development centered on school. The figure of the facilitator (a teacher of the educational system with high techno-pedagogical competences) which permanently works in schools has been created. In this article we describe the formative process developed and the preliminary results of the program.
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References
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Bingimlas, K. (2009). Barriers to the Successfull Integration of ICT in Teaching Learning Environments: A review of the Literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235–245.
Chien, Y. T., Chang, C. Y., Yeh, T. K. y Chang, K. E. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education, 28(4), 578–588.
Cristia, J., Ibarrarán, P., Cueto, S., Santiago, A. y Severín, E. (2017). Technology and Child Development: Evidence from the One Laptop per Child Program. American Economic Journal: Applied Economics, 9(3), 295–320.
De Melo, Gioia, Machado, Alina and Miranda, Alfonso (2014). The Impact of a One Laptop per Child Program on Learning: Evidence from Uruguay. Discussion paper series. IZA DP N. 8489. Forschungsinstitut zur Zukunft der Arbeit Institute for the Study of Labor. http://ftp.iza.org/dp8489.pdf.
Díaz Barriga, F. (2014). Las políticas TIC en los sistemas educativos de América Latina: caso México. Buenos Aires: UNICEF.
Galvis, A. (2014). Las políticas TIC en los sistemas educativos de América Latina: caso Colombia. Buenos Aires: UNICEF.
Hew, K. F. y Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252.
Jara, I. (2013). Las políticas TIC en los sistemas educativos de América Latina: caso Chile. Buenos Aires: UNICEF.
Kay, R. (2006). Evaluating Strategies Used To Incorporate Technology Into Preservice Education: A review of the Literature. Journal of Research on Technology in Education, 38(4), 385–410.
Koehler, M. y Mishra, P. (2008). Introducing TPCK. In Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators, (pp. 3–29). New York: Routledge.
Koh, J. H. L. y Divaharan, S. (2011). Developing pre-service teachers’ technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35–58.
Lee, C. J. y Kim, C. (2014). An implementation study of a TPACK-based instructional design model in a technology integration course. Educational Technology Research and Development, 62(4), 437–460.
Malapile, S. y Keengwe, J. (2014). Information Communication Technology planning in developing countries. Education and Information Technologies, 19(4), 691–701.
MINERD. (2013). Marco de Formación Continua. Una perspectiva articuladora para una escuela de calidad. Santo Domingo: Ministerio de Educación. Instituto Nacional de Formación y Capacitación del Magisterio.
Muñoz, L., Brenes, M., Bujanda, M. E., Mora, M., Núñez, O. y Magaly Zúñiga. (2014). Las políticas TIC en los sistemas educativos de América Latina: caso Costa Rica. Buenos Aires: UNICEF.
OECD. (2005). Teachers matter: attracting, developing and retaining effective teachers. Paris: OECD.
OECD. (2013). Teaching and Learning International Survey. Paris: OECD.
Tezci, E. (2011). Factors that influence pre-service teachers’ ICT usage in education. European Journal of Teacher Education, 34(4), 483–499.
Tondeur, Jo; van Braak, Johan; Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne (2017). Understanding the Relationship between Teachers’ Pedagogical Beliefs and Technology Use in Education: A Systematic Review of Qualitative Evidence. Educational Technology Research and Development, 65 (3),555-575.
UNESCO. (2013a). Uso de TIC en educación en América Latina y Caribe. Análisis regional de la integración de las TIC en la educación y de la aptitud digital. París: UNESCO.
UNESCO (2013b). Enfoques estratégicos sobre las TICs en educación en América Latina y El Caribe. Santiago: Oreal/Unesco.
Vacchieri, A. (2013). Las políticas TIC en los sistemas educativos de América Latina: caso Argentina. Buenos Aires: UNICEF.
Vaillant, D. (2013). Las políticas TIC en los sistemas educativos de América Latina. Caso Uruguay. Buenos Aires: UNICEF.
Vanderlinde, R., Braaka, J. van y Dexterc, S. (2012). ICT policy planning in a context of curriculum reform: Disentanglement of ICT policy domains and artifacts. Computers & Education, 58(4), 1339–1350.
Wright, C. (2014). 5 Key Barriers to Educational Technology Adoption in the Developing World. Educational Technology Debate, April. https://bit.ly/1hHCqNK
How to Cite
Marcelo García, C., Burgos, D. R., Murillo Estepa, P., & Jaspez Nero, J. F. (2019). Learning with ICT to teach with ICT in the Dominican Republic. The program “República Digital Educación”. Iberoamerican Journal of Education, 79(1), 115–134. https://doi.org/10.35362/rie7913322
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Published
2019-03-15
Issue
Section
Exclusion, poverty and ICT in Latin American schools
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