Pobres idiotas aquellos pseudo-intelectuales pro-castrismo!
Como los peores de ellos tienen a sus hijos gozando del capitalismo salvaje...
The Digital Divide Between the Education Systems of Cuba and Latin America
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Average number of students per computer
The development of TIC indicators in the realm of education raises
the need to quantity some dimension of this reality, beginning with a
fundamental aspect of its functioning: that of structure. In this way, a
common and generally accepted indicator to measure the extent of
computer use in schools came to light – that is, the student-computer
ratio. Among other things, comparisons between countries can be made
using this ratio and one can see the extent of the gap that separates
Latin America from developed nations.
With respect to the use of the computer and the ratio of students per
computer, an initial observation is the existence of a general
consensus as to the importance of using the TIC as learning tools. Upon
weighing the present situation in Iberoamerica, however, some marked
differences may be observed. Compared to countries promoting a policy
of a 1:1 student-computer ratio (Portugal, Uruguay, Brazil, Argentina,
and Spain, among others) some countries have a very high
student-computer ration. Cuba reports a ratio greater than 30:1, one of
the highest rates in Iberoamerica. (Miradas sobre la educación en Iberoamérica, 2011, page 177)
A first difficulty lies in the different purposes for which computers
are used in schools. In general, most Latin American countries have
opted to add the total number of existing computers in schools, whether
they are used for administrative, educational or both. El Salvador
specifically mentioned that decision, while limiting its response to the
number of computers in the schools, without reference to the number of
students. As an exception to that rule, we may cite the case of Spain,
which calculates considering just the computers used for teaching and
learning tasks.
On the other hand, in connection with the use most of Latin American
countries are making of ICTs, it shows that in many cases it is
primarily aimed at achieving technological literacy of students. Despite
the diversity of situations in the region, a positive fact is that no
country supports never using use computers within the educational
environment, but in many cases use is limited to computer rooms, as
happens in Cuba.
The MIRADAS report acknowledges that there are currently no
standardized assessment systems that allow us to have concrete data
about impact ICTs have on learning. The absence of these data is of
concern, while more than 700 research efforts in the U.S. on the subject
confirm the positive effect of ICTs in the learning of students with
access to computers, either when they receive their instruction through
them, or use learning technology systems in collaborative groups or
networks (Schacter, J., 1999)
Strong evidence exists that learning with TIC is less effective when
learning objectives are not well defined and the purpose for utilizing
technology is controversial. Insofar as primary education is concerned,
experts recommend that we think about education first and technology
later. (Schacter, J. pg. 10).
Today, indicators need to be developed that can measure the effect or
impact of educational objectives, an aspect that goes hand in hand with
the development of other additional disciplines, such as cognitive
psychology to assess learning processes mediated by ICT. This constant
reformulation is part of the digital paradigm which, linked to the
learning process, is continually generating new returns in terms of
applications, content, competences, action plans, and, naturally,
solutions.
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