Skip to main content
SpringerLink
Log in

New Challenges for ICT in Education Policies in Developing Countries: The Need to Account for the Widespread Use of ICT for Teaching and Learning Outside the School

  • Chapter
  • First Online:
ICT-Supported Innovations in Small Countries and Developing Regions

Abstract

The widespread availability and use of ICT in society, in general, is leading teachers and students to use these tools to complement their teaching and learning processes outside the traditional classroom context. However, the evidence shows that many students and teachers lack the digital skills needed to make effective use of these tools; which limits their potential impact, can have negative consequences for students’ learning, and can increase educational inequalities, especially in developing countries. Against this backdrop, based on a literature review of international studies and ICT in educational policies of developing countries, this chapter presents and discusses the challenges to ICT in education policies that this new scenario poses, including the definition of the set of digital skills that teachers and students need to acquire, the integration of these skills in the curriculum, the design and implementation of strategies to ensure that teachers and students develop these skills, and the design and implementation of pedagogical methods that take advantage of these skills in the teaching and learning of traditional subject areas. Based on this evidence, the chapter highlights the challenges and opportunities to address.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

Notes

  1. 1.

    See: http://wiki.laptop.org/images/5/53/Rwanda_Report-v7.pdf

  2. 2.

    Due to the authors’ research background and expertise, the examples are mainly from Latin America and especially from Chile.

  3. 3.

    Programme for International Student Assessment – https://www.oecd.org/pisa/home/

  4. 4.

    The study was performed by Centro de Microdatos of the Universidad de Chile for the Ministry of Education in 2013. Available at: http://www.textosescolares.cl/index2.php?id_seccion=3753&id_portal=65&id_contenido=15838

  5. 5.

    The OECD Teaching and Learning International Survey – http://www.oecd.org/edu/school/talis.htm

References

  • Ananiadou, K., & Claro, M. (2009). 21st century skills and competencies for new millennium learners in OECD countries [OECD Education Working Papers Series]. Paris, France: Organisation for Economic Co-operation and Development.

    Google Scholar 

  • APA. (2006). Multitasking: Switching costs. Retrieved from http://www.apa.org/research/action/multitask.aspx

  • Azevedo, R., Johnson, A., Chauncey, A., & Burkett, C. (2010). Self-regulated learning with MetaTutor: Advancing the science of learning with MetaCognitive tools. In M. S. Khine & I. M. Saleh (Eds.), New science of learning: Computers, cognition and collaboration in education (pp. 225–247). New York, NY: Springer.

    Chapter  Google Scholar 

  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). New York, NY: Springer Science+Business Media B.V.

    Chapter  Google Scholar 

  • Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. In Handbook I: Cognitive domain. New York, NY: Longmans, Green.

    Google Scholar 

  • Brand-Gruwel, S., Wopereis, I., & Walraven, A. (2009). A descriptive model of information problem solving while using Internet. Computers & Education, 53(4), 1207–1217. https://doi.org/10.1016/j.compedu.2009.06.004

    Article  Google Scholar 

  • Brandtzæg, P. B., Heim, J., & Karahasanović, A. (2011). Understanding the new digital divide—A typology of Internet users in Europe. International Journal of Human-Computer Studies, 69(3), 123–138. https://doi.org/10.1016/j.ijhcs.2010.11.004

    Article  Google Scholar 

  • Brun, M., & Hinostroza, J. E. (2014). Learning to become a teacher in the 21 st century: ICT integration in initial teacher education in Chile. Educational Technology & Society, 17(3), 222–238.

    Google Scholar 

  • Calvani, A., Fini, A., Ranieri, M., & Picci, P. (2012). Are young generations in secondary school digitally competent? A study on Italian teenagers. Computers & Education, 58(2), 797–807. https://doi.org/10.1016/j.compedu.2011.10.004

    Article  Google Scholar 

  • Castells, M. (Ed.). (2004). The network society: A cross-cultural perspective. Northampton, MA: Edward Elgar.

    Google Scholar 

  • Claro, M. (2010). Impacto de las TIC en los aprendizajes de los estudiantes. Estado del arte CEPAL, Colección documentos de proyecto Santiago de Chile.

    Google Scholar 

  • Cox, C. (2010). Educational inequality in Latin America. Patterns, policies and issues. In P. Attewell & K. S. Newman (Eds.), Growing gaps: Educational inequality around the world (pp. 33–58). New York, NY: Oxford University Press.

    Chapter  Google Scholar 

  • Cuban, L. (2001). Oversold and underused. London, England: Harvard University Press.

    Google Scholar 

  • Dede, C. (2010). Technological supports for acquiring 21st century skills. International Encyclopedia of Education, 3, 158–166.

    Article  Google Scholar 

  • Dias, P. C., & Bastos, A. S. C. (2014). Plagiarism phenomenon in European countries: Results from GENIUS Project. Procedia - Social and Behavioral Sciences, 116, 2526–2531. https://doi.org/10.1016/j.sbspro.2014.01.605

    Article  Google Scholar 

  • Erstad, O. (2012). The learning lives of digital youth—Beyond the formal and informal. Oxford Review of Education, 38(1), 25–43. https://doi.org/10.1080/03054985.2011.577940

    Article  Google Scholar 

  • Evans, D. K., & Popova, A. (2015). What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews [Policy Research Working Paper]. Washington, DC: World Bank.

    Google Scholar 

  • Evering, L. C., & Moorman, G. (2012). Rethinking plagiarism in the digital age. Journal of Adolescent & Adult Literacy, 56(1), 35–44. https://doi.org/10.1002/jaal.00100

    Article  Google Scholar 

  • Facer, K. (2012). Taking the 21st century seriously: Young people, education and socio-technical futures. Oxford Review of Education, 38(1), 97–113. https://doi.org/10.1080/03054985.2011.577951

    Article  Google Scholar 

  • Facer, K., Furlong, J., Furlong, R., & Sutherland, R. (2003). Screenplay: Children and computing in the home. London, England: RoutledgeFalmer.

    Book  Google Scholar 

  • Ferrari, A. (2013). DIGCOMP: A Framework for developing and understanding digital competence in Europe [Scientific and Policy Report]. Seville, Spain: Joint Research Centre of the European Commission.

    Google Scholar 

  • Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age: The IEA International Computer and Information Literacy Study International Report. Springer Open.

    Google Scholar 

  • Fraillon, J., Schulz, W., & Ainley, J. (2013). International computer and information literacy Study: Assessment framework. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement (IEA).

    Google Scholar 

  • Fullan, M. (2012). Stratosphere: Integrating technology, pedagogy, and change knowledge. Toronto, ON: Pearson Canada.

    Google Scholar 

  • Furlong, J., & Davies, C. (2012). Young people, new technologies and learning at home: Taking context seriously. Oxford Review of Education, 38(1), 45–62. https://doi.org/10.1080/03054985.2011.577944

    Article  Google Scholar 

  • Greene, J. A., Yu, S. B., & Copeland, D. Z. (2014). Measuring critical components of digital literacy and their relationships with learning. Computers & Education, 76, 55–69. https://doi.org/10.1016/j.compedu.2014.03.008

    Article  Google Scholar 

  • Hargittai, E. (2008). The digital reproduction of inequality. In D. Grusky (Ed.), Social stratification. Boulder, CO: Westview Press.

    Google Scholar 

  • Hargittai, E. (2010). Digital na(t)ives? Variation in Internet skills and uses among members of the “Net Generation”. Sociological Inquiry, 80(1), 92–113. https://doi.org/10.1111/j.1475-682X.2009.00317.x

    Article  Google Scholar 

  • Hargittai, E., & Hinnant, A. (2008). Digital inequality. Differences in young adults’ use of the Internet. Communication Research, 35(5), 602–621.

    Article  Google Scholar 

  • Hatlevik, O. E., & Christophersen, K.-A. (2013). Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Computers & Education, 63, 240–247. https://doi.org/10.1016/j.compedu.2012.11.015

    Article  Google Scholar 

  • Hayward, B., Alty, C., Pearson, S., & Martin, C. (2002). Young people and ICT 2002: Findings from a survey conducted in autumn 2002. London, England: British Telecommunications and Technology Agency (BECTA).

    Google Scholar 

  • Hinostroza, J. E., Hepp, P., & Cox, C. (2009). National policies and practices on ICT in education: Chile (Enlaces). In T. Plomp, R. E. Anderson, N. Law, & A. Quale (Eds.), Cross-national information and communication technology: Policies and practices in education (revised second edition) (pp. 153–170). Greenwich, England: Information Age Publishing.

    Google Scholar 

  • Hinostroza, J. E., Ibieta, A., Claro, M., & Labbé, C. (2016). Characterisation of teachers' use of computers and Internet inside and outside the classroom: The need to focus on the quality. Education and Information Technologies, 21(6), 1595–1610. https://doi.org/10.1007/s10639-015-9404-6

    Article  Google Scholar 

  • Hinostroza, J. E., Isaacs, S., & Bougroum, M. (2014). Information and communications technologies for improving students’ learning opportunities and outcomes in developing countries. In D. Wagner (Ed.), Learning and education in developing countries: Research and policy for the Post-2015 UN Development Goals (pp. 42–57). New York, NY: Palgrave Macmillan.

    Chapter  Google Scholar 

  • Hinostroza, J. E., Jara, I., & Brun, M. (2011). Chapter 6: Case study: Uruguay. In R. B. Kozma (Ed.), Transforming education: The power of ICT policies (pp. 125–164). Paris, France: UNESCO.

    Google Scholar 

  • Hinostroza, J. E., & Labbé, C. (2011). Policies and practices for the use of information and communications technologies (ICTs) in education in Latin America and the Caribbean Políticas Sociales. Santiago, Chile: Economic Commission for Latin American and the Caribbean (ECLAC).

    Google Scholar 

  • Hinostroza, J. E., Matamala, C., Labbé, C., Claro, M., & Cabello, T. (2014). Factors (not) affecting what students do with computers and Internet at home. Learning, Media and Technology, 40(1), 43–63. https://doi.org/10.1080/17439884.2014.883407

    Article  Google Scholar 

  • Hogarty, K. Y., Lang, T. R., & Kromrey, J. D. (2003). Another look at technology use in classrooms: The development and validation of an instrument to measure teachers’ perceptions. Educational and Psychological Measurement, 63(1), 139–162.

    Article  Google Scholar 

  • Hsu, S. (2011). Who assigns the most ICT activities? Examining the relationship between teacher and student usage. Computers & Education, 56(3), 847–855. https://doi.org/10.1016/j.compedu.2010.10.026

    Article  Google Scholar 

  • Ito, M. (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, MA: MIT press.

    Google Scholar 

  • ITU. (2014). Measuring the information society. Geneva, Switzerland: Author.

    Google Scholar 

  • Jara, I., Claro, M., Hinostroza, J. E., San Martín, E., Rodríguez, P., Cabello, T., … Labbé, C. (2015). Understanding factors related to Chilean students' digital skills: A mixed methods analysis. Computers & Education, 88, 387–398. https://doi.org/10.1016/j.compedu.2015.07.016

    Article  Google Scholar 

  • KERIS. (2014). White Paper on ICT in Education Korea: Korean Ministry of Education (MOE) and Korea Education and Research Information Service (KERIS).

    Google Scholar 

  • Kinley, K., Tjondronegoro, D., Partridge, H., & Edwards, S. (2014). Modeling users’ web search behavior and their cognitive styles. Journal of the Association for Information Science and Technology, 65(6), 1107–1123. https://doi.org/10.1002/asi.23053

    Article  Google Scholar 

  • Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237–1245. https://doi.org/10.1016/j.chb.2010.03.024

    Article  Google Scholar 

  • Kozma, R. B. (Ed.). (2003). Technology, innovation and educational change: A global perspective. Eugene, OR: International Society for Technology in Education - International Association for the Evaluation of Educational Achievement.

    Google Scholar 

  • Kozma, R. B. (2011a). The technological, economic, and social contexts for educational ICT policy. In R. B. Kozma (Ed.), Transforming education: The power of ICT policies (pp. 3–18). Paris, France: UNESCO.

    Google Scholar 

  • Kozma, R. B. (2011b). Transforming education: The power of ICT policies. Paris, France: Unesco.

    Google Scholar 

  • Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212–218.

    Article  Google Scholar 

  • Krumsvik, R. J. (2012). Teacher educators’ digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. https://doi.org/10.1080/00313831.2012.726273

    Article  Google Scholar 

  • Law, N., Pelgrum, W. J., & Plomp, T. (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong: Springer Comparative Education Research Centre.

    Book  Google Scholar 

  • Lazonder, A. W., & Rouet, J.-F. (2008). Information problem solving instruction: Some cognitive and metacognitive issues. Computers in Human Behavior, 24(3), 753–765. https://doi.org/10.1016/j.chb.2007.01.025

    Article  Google Scholar 

  • Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011). Risks and safety on the Internet. The perspective of European children. Full findings (pp. 56). London: EU and LSE.

    Google Scholar 

  • Livingstone, S., & Helsper, E. J. (2007). Gradations in digital inclusion: Children, young people and the digital divide. New Media & Society, 9(4), 671–696. https://doi.org/10.1177/1461444807080335

    Article  Google Scholar 

  • Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56(2), 429–440. https://doi.org/10.1016/j.compedu.2010.09.004

    Article  Google Scholar 

  • McDonald, H., & Ingvarson, L. (1997). Technology: A catalyst for educational change. Journal of Curriculum Studies, 29(5), 513–527.

    Article  Google Scholar 

  • Meneses, J., Fàbregues, S., Rodríguez-Gómez, D., & Ion, G. (2012). Internet in teachers’ professional practice outside the classroom: Examining supportive and management uses in primary and secondary schools. Computers & Education, 59(3), 915–924. https://doi.org/10.1016/j.compedu.2012.04.011

    Article  Google Scholar 

  • Mineduc. (2013). Matriz de habilidades TIC para el aprendizaje. Santiago, Chile: Ministerio de Educación – Centro de Educación y Tecnología – ENLACES.

    Google Scholar 

  • Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016

    Article  Google Scholar 

  • OECD. (2010). Are the New Millennium learners making their grade? Technology use and educational performance in PISA. Paris, France: Organisation for Economic Co-operation and Development – Center for Educational Research and Innovation.

    Book  Google Scholar 

  • OECD. (2013). Teachers for the 21st century: Using evaluation to improve teaching. Paris, France: Author.

    Book  Google Scholar 

  • OECD. (2014). TALIS 2013 results: An international perspective on teaching and learning. Paris, France: Author.

    Google Scholar 

  • OECD. (2015). Students, computers and learning: Making the connection. Paris, France: Author.

    Book  Google Scholar 

  • Olson, J. (2000). Trojan Horse or teacher’s pet? Computer and the culture of the school. Journal of Curriculum Studies, 32(1), 1–8.

    Article  Google Scholar 

  • Pedró, F. (2011). Tecnología en la escuela: Lo que funciona y porqué. Madrid, Spain: Fundación Santillana.

    Google Scholar 

  • Pedró, F. (2012). Connected minds: Technology and today’s learners. Paris, France: OECD Publishing.

    Google Scholar 

  • Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6.

    Article  Google Scholar 

  • Prensky, M., & Berry, B. D. (2001). Do they really think differently? On the Horizon, 9(6), 1–9.

    Article  Google Scholar 

  • Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010). Generation M2: Media in the lives of 8- to 18-year-olds [A Kaiser Family Foundation Study]. Menlo Park, CA: The Henry J. Kaiser Family Foundation.

    Google Scholar 

  • Rizza, C. (2011). ICT and initial teacher education: National policies [OECD Directorate for Education Working Paper]. Paris, France: Organisation for Economic Co-operation and Development.

    Google Scholar 

  • Russell, M., Bebell, D., O'Dwyer, L., & O'Connor, K. (2003). Examining teacher technology use implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54(4), 297–310.

    Article  Google Scholar 

  • Strømsø, H. I., & Bråten, I. (2010). The role of personal epistemology in the self-regulation of Internet-based learning. Metacognition and Learning, 5(1), 91–111. https://doi.org/10.1007/s11409-009-9043-7

    Article  Google Scholar 

  • Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4–28.

    Article  Google Scholar 

  • Thompson, P. (2013). The digital natives as learners: Technology use patterns and approaches to learning. Computers & Education, 65(July), 12–33. https://doi.org/10.1016/j.compedu.2012.12.022

    Article  Google Scholar 

  • Tondeur, J., Van Braak, J., & Valcke, M. (2007). Towards a typology of computer use in primary education. Journal of Computer Assisted Learning, 23(3), 197–206.

    Article  Google Scholar 

  • Underwood, J. (2009). The impact of digital technology: A review of the evidence of the impact of digital technologies on formal education. Coventry, England: British Educational Communications and Technology Agency (Becta).

    Google Scholar 

  • UNESCO. (2011). UNESCO ICT competency framework for teachers. Paris, France: Author.

    Google Scholar 

  • UNESCO. (2012). Turning on mobile learning in Asia: Illustrative initiatives and policy implications. In F. Pedró (Ed.), UNESCO working paper series on mobile learning. Paris, France: Author.

    Google Scholar 

  • van Deursen, A. J., & van Diepen, S. (2013). Information and strategic Internet skills of secondary students: A performance test. Computers & Education, 63, 218–226. https://doi.org/10.1016/j.compedu.2012.12.007

    Article  Google Scholar 

  • van Dijk, J. A. G. M., & van Deursen, A. J. A. M. (2014). Digital skills, unlocking the information society. Basingstoke, England: Palgrave Macmillan.

    Google Scholar 

  • Venezky, R. L. (2002, March 6). Quo Vademus? The transformation of schooling in a networked world. Retrieved from http://www.oecd.org/dataoecd/48/20/2073054.pdf

  • Wang, S.-K., Hsu, H.-Y., Campbell, T., Coster, D. C., & Longhurst, M. (2014). An investigation of middle school science teachers and students use of technology inside and outside of classrooms: Considering whether digital natives are more technology savvy than their teachers. Educational Technology Research and Development, 62(6), 637–662. https://doi.org/10.1007/s11423-014-9355-4

    Article  Google Scholar 

  • Waycott, J., Bennett, S., Kennedy, G., Dalgarno, B., & Gray, K. (2010). Digital divides? Student and staff perceptions of information and communication technologies. Computers & Education, 54(4), 1202–1211. https://doi.org/10.1016/j.compedu.2009.11.006

    Article  Google Scholar 

  • Yu, M., Yuen, A. H. K., & Park, J. (2012). Students’ computer use at home: A study on family environment and parental influence. Research and Practice in Technology Enhanced Learning, 7(1), 3–23.

    Google Scholar 

Download references

Acknowledgements

This revision was possible thanks to the contribution from National Fund for Scientific and Technological Development (Fondecyt No. 1151044).

Author information

Authors and Affiliations

  1. Instituto de Informática Educativa, Universidad de La Frontera, Montevideo, 0830, Temuco, Chile

    J. Enrique Hinostroza

Authors
  1. J. Enrique Hinostroza
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to J. Enrique Hinostroza .

Editor information

Editors and Affiliations

  1. Independent Scholar and Researcher, Savannah, Georgia, USA

    Ian A. Lubin

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Association for Educational Communications and Technology (AECT)

About this chapter

Cite this chapter

Enrique Hinostroza, J. (2018). New Challenges for ICT in Education Policies in Developing Countries: The Need to Account for the Widespread Use of ICT for Teaching and Learning Outside the School. In: Lubin, I. (eds) ICT-Supported Innovations in Small Countries and Developing Regions. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-319-67657-9_5

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-67657-9_5

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-67656-2

  • Online ISBN: 978-3-319-67657-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation