Pending issues from digital inclusion in Ecuador: challenges for public policies, programs and projects developed and ICT-mediated teacher training

The policies of digital inclusion in Ecuador had a rebound since 2007, placing technology as a priority axis for government management. Despite this, there are still pending issues to be developed. This study is based on a qualitative approach that, through documentary research, bibliographic analys...

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Published inDigital education review no. 37; pp. 130 - 153
Main Authors Apolo, Diego, Melo, Malena, Solano, Johe, Aliaga-Sáez, Felipe
Format Journal Article
LanguageEnglish
Published Barcelona University of Barcelona 01.06.2020
Universitat de Barcelona
Subjects
Access to Computers
Access to Information
Barriers
challenges
Citizenship
Communication
Communications technology
Design
digital inclusion
Ecuador
Education
Educational Technology
Foreign Countries
Handheld Devices
Internet
Planning
Proposals
Public Policy
Strategic Planning
Teacher Education
Teacher Education Programs
Teacher Improvement
Teacher Qualifications
teacher training
Technology Integration
Technology Uses in Education
Telecommunications
Ecuador
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Summary:The policies of digital inclusion in Ecuador had a rebound since 2007, placing technology as a priority axis for government management. Despite this, there are still pending issues to be developed. This study is based on a qualitative approach that, through documentary research, bibliographic analysis and critical review of literature, can generate contributions that allow the identification of challenges and possible gaps to be faced by government entities in Ecuador when proposing actions that link education and technology. As main findings, it can be mentioned that the impacts and results from the application of the National Development Plans must transcend the figures, which allow to deepen the analysis in relation to this topic, together with initiatives and proposals that regarding digital inclusion cannot be developed in isolation and need to have comprehensive long-term management. Finally, it is essential to understand that it is not necessary to create only platforms, it is relevant to work from integral pedagogical designs that start by understanding teachers from their experiences, accompaniment and motivation for the design of a contextualized training structure on digital mediation issues.
ISSN:2013-9144
2013-9144
DOI:10.1344/der.2020.37.130-153