Didier de Saint Pierre
UNESCO consultant
ddesaint@navigogroup.cl
Technology is leading the world through rapid chages:
globalization, knowledge society, participation in social
networks…
New basic skills are required to face the 21st
century.
Today’s youth have new cognitive skills:
they are the digital natives.
The school we all know, which was conceived for
other times and students, faces one of its
greatest transformation challenges.
Is Information Technology in Education the
answer to this challenge?
There is no concensus on the impact
digital technologies have on the students’
learning.
 Despite that, new technologies invade
everything, even schools, and are here to
stay.
 How do we harness them to improve the
quality of education?
 Can technology improve or add value to
the processes which impact the quality of
education?

Una
mirada
sistémicaTechnology
de la Escuela
The
scope
of Information
in
Education
Otras escuelas
Escuela
Laboratorio de ciencias
Comunidad
Aula pre-básica
Info de la escuela: matrícula,
docentes, progresos de
aprendizaje, asistencia,
registros varios ….
Biblioteca
Of Director
Providers
Políticas, programas, estadísticas,
resultados de estudios comparativos y
evaluaciones, …
Ministerio
Aula de secundaria
Laboratorio de computación
Other schools
Policy Purpose:

An ITE policy must have a stated objective providing
coherence to actions taken, such as:
 Close the digital divide by providing technology literacy to all







students (and teachers)
Enhance students’ motivation and participation (absenteeism
reduction, etc.)
Improve teaching, leadership, management and decision
making.
Improve students’ “economic viability” by improving some of
the skills related to future greater productivity at work.
Expand learning opportunities, overcoming the geographical
constraints
Improve students’ curricular learning as a consequence of
better classroom conditions and resources or as a
consequence of a deep transformation in pedagogical
models.
Develop new skills, the so-called students’ “basic 21st
century skills”
Policies on Information Technology in Education are a
fundamental part of each country’s education policies.
Components of ITE Policy
Resistance
(e.g.
unions)
MoE
and TTP
Content
Teaching Skills
Infraestructure
and technical
support
Country
Digital
Develop
ment
Political will
Curriculum
Usage
and
pedagog
ical
models
Managem
ent
leadership
Institucionality
and financial
resources
Human
Capital
Evaluation
Contents
Industry
UNESCO development areas
Digital Policies and Vision (Government)
Infrastructure
GOVERNMENT
Digital skills
Education Content
UNESCO (ICT-CFT)
UNESCO (GCDL)
Mobile/E-learning (Applications)
Results/impact assesment (UNESCO: UIS: indicators)
Didier de Saint Pierre
UNESCO consultant
ddesaint@navigogroup.cl