Written by Maria Teresa Lugo, an Education Scientist from the University of Buenos Aires (UBA) and Coordinator of ICT Projects in Education at the International Institute for Education Planning (IIEP-UNESCO Regional Office in Buenos Aires), and Valerie Kelly, graduate and Professor of Humanities (UBA) and consultant in the department of ICT Projects in Education at IIEP Buenos Aires, the document presents a general outlook of Policies for the integration of ICT in education systems in Latin America, defining stages of progress and main Specifying the Technological models under application by Educational Administrations.

Based on studies and research undertaken by IIEP-UNESCO since 2003, This document addresses the Importance of the integration of ICT Into Their education projects by country clubs in the region, as a way of Achieving Democratic projects of inclusion and justice.

Facing Inequality and a heterogeneous high scenario-where the key Challenges in Latin America are the universalization of basic education and middle school, the incorporation of Excluded Sectors of society, the improvement of quality and Broadening of the skill base in the Poorest Sectors, the modernization of technical education and the need to open up the access to Higher education-the integration of ICT arises as a Window of Opportunity for educational innovations.

In terms of the stages of Development, the text Adopts the definition of Carmelita Villanueva to define Which country clubs in the integration phase are: Chile, Uruguay, Argentina, Brazil, Mexico, Costa Rica, Colombia and Cuba, and Which country clubs are in the application phase: El Salvador, Jamaica, Peru, the Dominican Republic, and Trinidad and Tobago. Finally, the Following Countries are in the emergent phase: Guatemala, Paraguay, and Bolivia.

The authors add That “one of the main conclusions is none of the country clubs That analysed’ve Reached The Most advanced stage of development; nonetheless, the scenario is if you consider encouraging ICT Experiences That are Underway in All Countries in Latin America. Although there is still a long way to go in order to Achieve an ICT innovation That Brings About a transformation of the school culture, organization and management Including ITS, the region does POSSESS context with an optimistic Initiatives That Tend Towards the Achievement of Democratic, including and high quality education projects. ”

Regarding the Institutional ICT integration formulas in Which is Taking place in Latin America, the trend Generates four models: the computer room or laboratory, school networks, computers in the classroom and the so-Called “one computer per child” model. It Should Be Pointed Out That These models coexist Generally, without permanent or exclusive cases.

Finally, the authors highlight That “we believe it is Important That That the discussion on Policies Should Be driven to follow Towards Educational goals, Rather than Prioritizing Technological Infrastructure. That is, think first what our students need About in order to learn better, and Then about the Technological Means to Achieve It. “