Case study by the UNESCO-Fazheng project on best practices in mobile learning titulado "Enhancing social inclusion through innovative mobile learning in Uruguay" de Cobo Romaní, Cristóbal [Author] , Rivera Vargas, Pablo [Author] , Miao, Fengchun [Editor] , Domiter, Anett [Editor] publicado en 2018.
Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Res...ijtsrd
Globally, Information and Communication Technology ICT curriculum is significant in realising sustainable science education. Despite this laudable global impact, curriculum crisis in ICT have plagued sustainable science education in Nigeria. The Unified Theory of Acceptance and Use of Technology UTAUT was adopted as the conceptual framework in this study. UTAUT model claims that the benefits of using technology and the factors that drive users’ decision to use it, is what determines users’ acceptance behaviour. The authors explored a narrative review, analysis, and synthesis of vast works of literature that revealed significant information on impact of curriculum Crisis in ICT on sustainable science education in Nigeria. The authors also used some keywords such as “Curriculum Crisis in ICT” , “ICT curriculum Crisis effect on science education” , and so on, to extract peer reviewed articles within the last five years. Results revealed that inclusion of good ICT curriculum design, policies, guidelines, equipment, motivations, high speed internet, etc., may leverage curriculum crisis in ICT. Results from this study may positively impact research and innovations in Nigerian following the absence of curriculum crisis in ICT resulting from inclusion of ICT policies, laws, guidelines. Obiokafor, Ifeyinwa Nkemdilim | Dr. Felix Chukwuma, Aguboshim | Abana, Chinenye Helen O "Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Research and Innovations in Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35860.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/35860/curriculum-crisis-in-ict-and-its-impact-on-sustainable-science-education-research-and-innovations-in-nigeria/obiokafor-ifeyinwa-nkemdilim
20210928 Global study on Open Education and Open Science: Practices, use case...Ramesh C. Sharma
This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examples of Open Education and Open Science in these regional use cases. Their analysis and comparison present insights about the developed strategies and implemented practices in the different regions worldwide. And their discussion offers opportunities and recommendations how Open Education and Open Science can innovate and improve formal education in schools, universities and lifelong learning during the ongoing COVID-19 pandemic as well as afterwards.
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Res...ijtsrd
Globally, Information and Communication Technology ICT curriculum is significant in realising sustainable science education. Despite this laudable global impact, curriculum crisis in ICT have plagued sustainable science education in Nigeria. The Unified Theory of Acceptance and Use of Technology UTAUT was adopted as the conceptual framework in this study. UTAUT model claims that the benefits of using technology and the factors that drive users’ decision to use it, is what determines users’ acceptance behaviour. The authors explored a narrative review, analysis, and synthesis of vast works of literature that revealed significant information on impact of curriculum Crisis in ICT on sustainable science education in Nigeria. The authors also used some keywords such as “Curriculum Crisis in ICT” , “ICT curriculum Crisis effect on science education” , and so on, to extract peer reviewed articles within the last five years. Results revealed that inclusion of good ICT curriculum design, policies, guidelines, equipment, motivations, high speed internet, etc., may leverage curriculum crisis in ICT. Results from this study may positively impact research and innovations in Nigerian following the absence of curriculum crisis in ICT resulting from inclusion of ICT policies, laws, guidelines. Obiokafor, Ifeyinwa Nkemdilim | Dr. Felix Chukwuma, Aguboshim | Abana, Chinenye Helen O "Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Research and Innovations in Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35860.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/35860/curriculum-crisis-in-ict-and-its-impact-on-sustainable-science-education-research-and-innovations-in-nigeria/obiokafor-ifeyinwa-nkemdilim
20210928 Global study on Open Education and Open Science: Practices, use case...Ramesh C. Sharma
This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examples of Open Education and Open Science in these regional use cases. Their analysis and comparison present insights about the developed strategies and implemented practices in the different regions worldwide. And their discussion offers opportunities and recommendations how Open Education and Open Science can innovate and improve formal education in schools, universities and lifelong learning during the ongoing COVID-19 pandemic as well as afterwards.
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
Challenges of Education in Covid 19 - Prajwal Bhattarai - NepalPrajwal Bhattarai
[ Prajwal Bhattarai Inputs - As role of Academic Activist and Educator ]
Teacher needs to guide the student inquiry, dialogue, and critical thinking.
Teacher needs to develop the kind of creativity and help teachers looking to integrate elements on their lessons.
Must work to drive Academic Achievement.
Must Improve Decision-Making Skills.
Must Refines Creativity.
Must develop their problem-solving and critical thinking skills.
Must encourage holistic learning all throughout a STUDENTS academic life through ECA.
( Animated video, real life examples, presentations, participation, games, activities, adding arts, PODCASTS, reward system, Group works, Learning with fun, Flashcards, etc. )
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
This presentation about Open Education focuses on Open Educational Practice and Open Access. It was delivered as part of the Jisc Digital Leaders programme on 20th November 2015. The presentation was collaboratively put together by @celeste_mcl (focussed on OEP) and @hblanchett (focussed on Open Access).
Barriers and Motivators to Implementation of an E Learning and Multimedia Tec...ijtsrd
The study examined the barriers and motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement, Uganda. Specifically, the quality of the content in the E learning and Multimedia Technology, E learning and Multimedia Technology quality, Support by ICT Technical Staff, Attitude towards the E learning and Multimedia Technology and Stakeholder Involvement were examined using a sample of 297 learners and teachers obtained using Krejcie and Morgans table of sample size determination. A 5 point Likert scale questionnaire was designed for data collection, a tested correlation coefficient reliability of the questionnaire was established at 0.82. The tables and frequencies were used to analyses the characteristics of the variables while the Spearman's correlation coefficient was used to examine the relationship between variables. The study findings showed that there was weak correlation between quality of the content in the implemented E learning and Multimedia Technology and learners' attitude, also it was showed that, there was moderately strong correlation between implemented E learning and Multimedia Technology quality, stakeholder's involvement and learners' attitude. The motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement were established as support by ICT technical staff, E learning and Multimedia Technology quality, and stakeholder's involvement. Quality of the content in the implemented E learning and Multimedia Technology was established as the barrier since it was the only which had weak correlation to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement. Dr. Alone. Kimwise | Mudaheranwa Benjamin | Beatrice Mugabirwe "Barriers and Motivators to Implementation of an E-Learning and Multimedia Technology towards Improving School Education Standards in Mathematics and Health Education in Nakivale Refugee Settlement, Uganda" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29137.pdf Paper URL: https://www.ijtsrd.com/computer-science/other/29137/barriers-and-motivators-to-implementation-of-an-e-learning-and-multimedia-technology-towards-improving-school-education-standards-in-mathematics-and-health-education-in-nakivale-refugee-settlement-uganda/dr-alone-kimwise
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
2015. What education do we need for the 21st century? What is the purpose of education
in the current context of societal transformation? How should learning be organized?
These questions inspired the ideas presented in this publication.
In the spirit of two landmark UNESCO publications, Learning to Be: The world of
education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure
within (1996), the ‘Delors Report,’ I am convinced we need to think big again today
about education
Challenges of Education in Covid 19 - Prajwal Bhattarai - NepalPrajwal Bhattarai
[ Prajwal Bhattarai Inputs - As role of Academic Activist and Educator ]
Teacher needs to guide the student inquiry, dialogue, and critical thinking.
Teacher needs to develop the kind of creativity and help teachers looking to integrate elements on their lessons.
Must work to drive Academic Achievement.
Must Improve Decision-Making Skills.
Must Refines Creativity.
Must develop their problem-solving and critical thinking skills.
Must encourage holistic learning all throughout a STUDENTS academic life through ECA.
( Animated video, real life examples, presentations, participation, games, activities, adding arts, PODCASTS, reward system, Group works, Learning with fun, Flashcards, etc. )
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
This presentation about Open Education focuses on Open Educational Practice and Open Access. It was delivered as part of the Jisc Digital Leaders programme on 20th November 2015. The presentation was collaboratively put together by @celeste_mcl (focussed on OEP) and @hblanchett (focussed on Open Access).
Barriers and Motivators to Implementation of an E Learning and Multimedia Tec...ijtsrd
The study examined the barriers and motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement, Uganda. Specifically, the quality of the content in the E learning and Multimedia Technology, E learning and Multimedia Technology quality, Support by ICT Technical Staff, Attitude towards the E learning and Multimedia Technology and Stakeholder Involvement were examined using a sample of 297 learners and teachers obtained using Krejcie and Morgans table of sample size determination. A 5 point Likert scale questionnaire was designed for data collection, a tested correlation coefficient reliability of the questionnaire was established at 0.82. The tables and frequencies were used to analyses the characteristics of the variables while the Spearman's correlation coefficient was used to examine the relationship between variables. The study findings showed that there was weak correlation between quality of the content in the implemented E learning and Multimedia Technology and learners' attitude, also it was showed that, there was moderately strong correlation between implemented E learning and Multimedia Technology quality, stakeholder's involvement and learners' attitude. The motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement were established as support by ICT technical staff, E learning and Multimedia Technology quality, and stakeholder's involvement. Quality of the content in the implemented E learning and Multimedia Technology was established as the barrier since it was the only which had weak correlation to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement. Dr. Alone. Kimwise | Mudaheranwa Benjamin | Beatrice Mugabirwe "Barriers and Motivators to Implementation of an E-Learning and Multimedia Technology towards Improving School Education Standards in Mathematics and Health Education in Nakivale Refugee Settlement, Uganda" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29137.pdf Paper URL: https://www.ijtsrd.com/computer-science/other/29137/barriers-and-motivators-to-implementation-of-an-e-learning-and-multimedia-technology-towards-improving-school-education-standards-in-mathematics-and-health-education-in-nakivale-refugee-settlement-uganda/dr-alone-kimwise
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
2015. What education do we need for the 21st century? What is the purpose of education
in the current context of societal transformation? How should learning be organized?
These questions inspired the ideas presented in this publication.
In the spirit of two landmark UNESCO publications, Learning to Be: The world of
education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure
within (1996), the ‘Delors Report,’ I am convinced we need to think big again today
about education
Guest lecture given at SciencesPO (Paris School of International Affairs) to a Masters course on Trends in Comparative Education Policy (26 April 2017)
Nations and regions using less used languages - sidelined in open education?icdeslides
While production and use of Open Education Resources are coming closer to a tipping point, in particular in english speaking areas - nations and regions using less used languages seem to by bypassed by development - and potential not in the position to share the benefits from modern education and learning. However, good examples exist, as the Netherlands. Which policies might be necessary to change the situation in areas lagging? Reviewing policy advices in light of the recent development - this presentation and action lab will consider policy advices to be released now. This is a LangOER action, presented and supported by LangOER, Open Education Consortium and ICDE in partnership.
UDLnet: A Framework for Adressing Learner VariabilityAlan Bruce
Grounded on new research in neuroscience and the Design for All principles, Universal Design for Learning constitutes an educational approach that promotes access, participation and progress in the general curriculum for all learners. UDL recognizes the need to create opportunities for the inclusion of diverse learners through providing curricula and instructional activities that allow for multiple means of representation, expression, and engagement.
Inclusive education: helping teachers to choose ICT resources and to use them...eLearning Papers
Authors: Vincenza Benigno, Stefania Bocconi, Michela Ott.
This paper looks at the issue of school inclusion by referring to the concept of Universal Access to Education. It focuses on the strong potential Information and Communication Technologies (ICT) provide to avoid any kind of discrimination among students. The paper also argues that teachers play a fundamental role in capitalising the opportunities offered by new technologies to support the full inclusion of all students in mainstream education systems.
Similar to Enhancing social inclusion through innovative mobile learning in Uruguay. Cristobal Cobo & Pablo Rivera (20)
Evaluación de t-MOOC universitario sobre competencias digitales docentes medi...eraser Juan José Calderón
Evaluación de t-MOOC universitario sobre competencias
digitales docentes mediante juicio de expertos
según el Marco DigCompEdu.
Julio Cabero-Almenara
Universidad de Sevilla, Sevilla, España
cabero@us.es
Julio Barroso--‐Osuna
Universidad de Sevilla, Sevilla, España
jbarroso@us.es
Antonio Palacios--‐Rodríguez
Universidad de Sevilla, Sevilla, España
aprodriguez@us.es
Carmen Llorente--‐Cejudo
Universidad de Sevilla, Sevilla, España
karen@us.es
REGULATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL LAYING DOWN HARMONIS...eraser Juan José Calderón
Proposal for a
REGULATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL
LAYING DOWN HARMONISED RULES ON ARTIFICIAL INTELLIGENCE
(ARTIFICIAL INTELLIGENCE ACT) AND AMENDING CERTAIN UNION
LEGISLATIVE ACTS
Predicting Big Data Adoption in Companies With an Explanatory and Predictive ...eraser Juan José Calderón
Predicting Big Data Adoption in Companies With an Explanatory and Predictive Model
Predecir la adopción de Big Data en empresas con un modelo explicativo y predictivo. @currovillarejo @jpcabrera71 @gutiker y @fliebc
Ética y Revolución Digital
Revista Diecisiete nº 4 2021. Investigación Interdisciplinar para los Objetivos de Desarrollo Sostenible.
PANORAMA
Ética y Derecho en la Revolución Digital
Txetxu Ausín y Margarita Robles Carrillo
artículoS
¿Cuarta Revolución Industrial? El reto de la digitalización y sus consecuencias ambientales y antropológicas
Joaquín Fernández Mateo
Hacia una ética del ecosistema híbrido del espacio físico y el ciberespacio
Ángel Gómez de Ágreda y Claudio Feijóo
Aprendizaje-Servicio y Agenda 2030 en la formación de ingenieros de la tecnología inteligente
Angeles Manjarrés y Simon Pickin
Tecnología Humanitaria como catalizadora de una nueva arquitectura de Acción Exterior en España: Horizonte 2030
Raquel Esther Jorge Ricart
Revolución digital, tecnooptimismo y educación
Ricardo Riaza
Desafíos éticos en la aplicación de la inteligencia artificial a los sistemas de defensa
Juan A. Moliner González
notas y colaboraciones
Hacerse viral: las actividades artísticas y su respuesta ante los retos que impone la transformación digital
Marta Pérez Ibáñez
Salud digital: una oportunidad y un imperativo ético
Joan Bigorra Llosas y Laura Sampietro-Colom
El futuro digital del sector energético
Beatriz Crisóstomo Merino y María Luz Cruz Aparicio
Innovación y transformación digital en las ONG. La visión de Acción contra el Hambre
Víctor Giménez Sánchez de la Blanca
El impacto de la inteligencia artificial en la Sociedad y su aplicación en el sector financiero
María Asunción Gilsanz Muñoz
La ética en los estudios de ingeniería
Rafael Miñano Rubio y Gonzalo Génova Fuster
An ethical and sustainable future of work
David Pastor-Escuredo, Gianni Giacomelli, Julio Lumbreras y Juan Garbajosa
Los datos en una administración pública digital - Perspectiva Uruguay
María Laura Rodríguez Mendaro
Ciudades y digitalización: construyendo desde la ética
David Pastor-Escuredo, Celia Fernandez-Aller, Jesus Salgado, Leticia Izquierdo y María Ángeles Huerta
#StopBigTechGoverningBigTech . More than 170 Civil Society Groups Worldwide O...eraser Juan José Calderón
#StopBigTechGoverningBigTech: More than 170 Civil Society Groups Worldwide Oppose Plans for a
Big Tech Dominated Body for Global Digital Governance.
Not only in developing countries but also in the US and EU, calls for stronger regulation of Big Tech
are rising. At the precise point when we should be shaping global norms to regulate Big Tech, plans
have emerged for an ‘empowered’ global digital governance body that will evidently be dominated
by Big Tech. Adding vastly to its already overweening power, this new Body would help Big Tech
resist effective regulation, globally and at national levels. Indeed, we face the unbelievable prospect
of ‘a Big Tech led body for Global Governance of Big Tech’.
PACTO POR LA CIENCIA Y LA INNOVACIÓN
8 de febrero de 2021.
El conocimiento y la innovación son esenciales para mantener y mejorar el bienestar social y el crecimiento
económico. La competitividad y la productividad del tejido económico depende, casi en exclusiva, de la
cantidad de conocimiento avanzado incorporado por la actividad productiva y, por ende, de su continua
renovación. La investigación en las ciencias naturales, sociales y humanas es fuente de valores y
enriquecimiento cultural.
Desigualdades educativas derivadas del COVID-19 desde una perspectiva feminis...eraser Juan José Calderón
Desigualdades educativas derivadas del COVID-19 desde una perspectiva feminista. Análisis de los discursos de profesionales de la educación madrileña.
Melani Penna Tosso * Mercedes Sánchez SáinzCristina Mateos CasadoUniversidad Complutense de Madrid, España
Objetivos: Especificar las principales dificultades percibidas por las profesoras y los departamentos y equipos de orientación en relación con la atención a las diversidades en la actual situación de pandemia generada por el COVID-19. Exponer las prácticas educativas implementadas por dichas profesionales para disminuir las desigualdades. Visibilizar desigualdades de género que se dan en el ámbito educativo, relacionadas con la situación de pandemia entre el alumnado, el profesorado y las familias, desde una perspectiva feminista. Analizar las propuestas de cambio que proponen estas profesionales de la educación ante posibles repeticiones de situaciones de emergencia similares.
Resultados: Los docentes se han visto sobrecargados por el trabajo en confinamiento, en general el tiempo de trabajo ha tomado las casas, los espacios familiares, el tiempo libre y los fines de semana. Las profesionales entrevistadas se ven obligadas a una conexión permanente, sin limitación horaria y con horarios condicionados por las familias del alumnado. Se distinguen dos períodos bien diferenciados, en que los objetivos pasaron de ser emocionales a académicos. Como problemática general surge la falta de coordinación dentro los centros educativos.
Método: Análisis de entrevistas semiestructuradas a través de la metodología de análisis crítico de discurso.
Fuente de datos: Entrevistas
Autores: Melani Penna Tosso, Mercedes Sánchez Sáinz y Cristina Mateos Casado
Año: 2020
Institución: Universidad Complutense de Madrid
País al que refiere el análisis: España
Tipo de publicación: Revista arbitrada
"Experiencias booktuber: Más allá del libro y de la pantalla"
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2020, R. Roig-Vila (Coord.), J. M. Antolí Martínez & R. Díez Ros (Eds.), XARXES-INNOVAESTIC 2020. Llibre d’actes / REDES-INNOVAESTIC 2020. Libro de actas (pp. 479-480). Alacant: Universitat d'Alacant. ISBN: 978-84-09-20651-3.
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Resumen. La educación evoluciona en la vida del estudiante
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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Enhancing social inclusion through innovative mobile learning in Uruguay. Cristobal Cobo & Pablo Rivera
1. With the support of
Enhancing social inclusion through
innovative mobile learning in Uruguay
Case study by the UNESCO-Fazheng project on best practices in mobile learning
Approach: Top-down
Implementing organization:
CEIBAL
Year launched: 2007
Authors:
Cristóbal Cobo Romaní and
Pablo Rivera Vargas
Editors:
Fengchun Miao and Anett Domiter
URUGUAY
3. Acknowledgements
1
Acknowledgements
UNESCO would like to thank the following individuals for their valuable contributions to the ‘’Best practices in
mobile learning’’project and case study series.
Fengchun Miao, Chief of Unit for ICT in Education at UNESCO Headquarters, conceptualized the study and led the
development of the criteria for the selection of best practices in cooperation with the Expert Panel of the project.
He also coordinated the drafting and production of the report and served as the principal editor.
Anett Domiter, Associate Project Officer at the Unit for ICT in Education at UNESCO, supported the selection of
initiatives through an open call for proposals and assisted the drafting and editing processes.
We acknowledge with gratitude the contribution of the two authors: Cristóbal Cobo Romaní, Director of the
Center for Research at the Ceibal Foundation in Uruguay and Pablo Rivera Vargas, Professor at the Department of
Didactics and Educational Organization of the University of Barcelona in Spain.
The Expert Panel of the project contributed to the development of the criteria for the selection of best practices,
reviewed the applications and supported the drafting and editing of case studies.
The Expert Panel is composed of:
• Alexandre Barbosa, Director, Center of Studies for Information and Communications Technologies, Brazil
• Anja Balanskat, Senior Manager, European Schoolnet
• Enrique Hinostroza, Director, Institute for ICT in Education, Universidad de La Frontera, Chile
• Cheah Horn Mun, Assistant Provost, Singapore University of Social Sciences, Singapore
• Shafika Isaacs, ICT in education advisor to the Ministry of Education in South Africa
• Cheolil Lim, Professor, Seoul National University of Education, South Korea
• Jukka Tulivuori, Counsellor, Ministry of Foreign Affairs of Finland
• Mike Lawrence, Senior Director, PowerSchool Group, USA
• Tarek Chehidi, Program Director, Results for Development, USA
We owe special thanks to Fiorella Haim, General Manager of the Plan Ceibal Uruguay, for her valuable and relevant
contributions, which were essential for the development of this case study.
Our acknowledgment is also extended to Susan Curran for copyediting and proofreading the text.
UNESCO would like to thank the Fazheng Group for the financial support it has granted to support the research
on school-wide mobile learning initiatives through which this case study series was made possible.
4. Enhancing social inclusion through innovation in Uruguay - The case of the CEIBAL Plan
2
Abstract
Inspired by the One Laptop Per Child (OLPC)
international initiative, Uruguay was the first country
to implement a national-scale plan to distribute
personal computers to all students and teachers in
public education. The idea that every student has the
right to internet access is the fundamental principle
behind this initiative. For more than a decade Plan
Ceibal, which began in 2007, has installed, maintained
and expanded a computer infrastructure that reaches
all elementary and middle public schools, and ensures
access to laptops, digital contents and resources,
platforms, educational programs, training and support
for both students and teachers, as well as internet
connectivity for all classrooms countrywide. However,
Ceibal faces the important challenge of responding
to the changing needs of improving education,
training educators and ensuring digital inclusion
of the population, which in the present are not
necessarily addressed by the sole availability of digital
devices. A key factor is to promote and develop new
pedagogical approaches as well as new capacities for
a responsible and critical use of digital technologies.
This paper describes and summarizes some of the
main characteristics, innovations, lessons learned,
challenges and achievements of the implementation
of Plan Ceibal in Uruguay over more than 10 years.
Keywords:
Digital inclusion, OLPC, Ceibal, deep learning, EdTech, Uruguay, education, technology, K-12
“How can a technology-centered approach to national ICT in education programmes
catalyse the pedagogical transformation in schools and classrooms? How can
governments provide disadvantaged students with access to digital development
opportunities to prevent the emergence of a lost generation in the digital era? Reading
the case of Uruguay, you will find a policy response supported with examples of
practices and evidences of achievement.”
Fengchun Miao, UNESCO
5. 1. Introduction
3
1. Introduction
Following the One Laptop Per Child (OLPC)
international initiative, Uruguay was the first country
to commit to and implement a plan to distribute
personal computers to all students and teachers in
the public education system. The idea that every
student has the right to access the internet is the
fundamental principle behind this initiative. For more
than a decade, Plan Ceibal, which began in 2007
and was named after the national flowering tree, has
installed and maintained a computer infrastructure
that reaches all elementary and middle public schools,
and ensures access to laptops, digital contents and
resources, platforms, educational programs, training
and support for both (6–15-year-old) students
and teachers. However, over ten years later Plan
Ceibal faces important challenges in guaranteeing
its sustainability. One is the need to promote the
meaningful use of digital technology to have a broad
and profound impact on students’learning, especially
in secondary education. Another is to respond
to the changing needs of training and for digital
inclusion of the population. These issues cannot be
addressed solely by making digital devices available.
It is necessary too to promote and develop new
pedagogical approaches, as well as new capacities for
the responsible and critical use of digital technologies.
This document describes and summarizes some of
the main characteristics, innovations, lessons learned,
limitations and achievements of the implementation
of the first attempt to adopt the 1:1 model on a
national scale and provide universal connectivity, for
public schools in Uruguay.
Plan Ceibal has been in operation for more than 10
years, and it has managed to adapt to the changing
needs of the population for digital inclusion. It has
developed an important organizational structure
and management system (Solari, 2017). From a pilot
experience in a village in the interior of the country
in 2007, it was extended geographically and covered
the entire nation by 2010. In that same year (2010),
it was extended to the first three years of secondary
education.
This document does not dive into the technological
challenges that this ambitious endeavour has faced;
the analysis is focused on a set of questions related
to the implications of this educational policy. Among
the critical questions explored are, how was this
educational policy implemented? What was the
reaction of the educational community? How has
this policy evolved during this last decade? How are
these transformations transitioning from technology-
centred to pedagogy-centred? What are the lessons
learned so far? What are the future challenges?
After this introduction, the document is structured as
follows. First there is a description of the execution
model of Plan Ceibal, with special reference to its
vision and general mission, as well as to strategic
plans, the creation of digital learning environments
and the use of digital technologies. Second, the
main challenges facing the future of Plan Ceibal
are described. Third, the process of transfer and
amplification of the impact of the implementation
of Plan Ceibal at a local and global level is analysed.
Finally, some general conclusions are presented.
7. 2. The model
5
While Ceibal Center was institutionalized as an
independent entity in 2010, the nationwide
programme aimed at bridging the digital divide
in Uruguay – known as Plan Ceibal – began in
March 2007. Plan Ceibal (Conectividad Educativa
de Informática Básica para el Aprendizaje en Línea)
was the first nationwide educational computing
programme based on the 1:1 (One Laptop per Child)
model originally promoted by the Massachusetts
Institute of Technology (MIT) in Cambridge,
Massachusetts, USA. Its initial goal was to minimize
the digital divide, promoting social equity and
access to digital technologies, and gradually
advancing towards integration of information and
communications technology (ICT) into teaching and
learning practices across the educational system.
Since 2007, Plan Ceibal has reached all public schools
in the country, providing every student and teacher
in pre-schools, primary and secondary schools with a
laptop or tablet, and making internet access available
as well. To date, it has benefited over 700,000 children
and teachers (Solari, 2017).
Next, three main characteristics of the
implementation model for Plan Ceibal are presented
and described: the vision of the programme, school-
wide planning, and creation and updating of mobile
learning environments.
2.1. Vision of the programme
Plan Ceibal was launched in 2007 as both a social
equity programme and an educational one, with
the mission of promoting social inclusion, bridging
the digital divide in the country, and providing
beneficiaries with technology and the necessary tools
to use it effectively (Bianchi and Laborde, 2014). The
programme was inspired by the 1:1 model developed
by Nicholas Negroponte at MIT (Alonso et al., 2013;
Area et al., 2014).
The main goal that supported Ceibal’s entire initiative
in Uruguay was to ensure that all children aged 6 to
15 and their teachers in the public education system
had access to a digital device and to the internet.
This was a top-down policy, designed and
coordinated by high-level politicians in the country,
whose priority was to promote the integration of
technology in the service of education, with the vision
to improve quality and promote processes of social
innovation, inclusion and personal growth.
In its second stage, as reported by Michael Fullan (Fullan
et al., 2013), Plan Ceibal also offered contents, digital
resources, platforms and extensive teacher training,
which are further described in section 2.3.2. Following
Fullan’s recommendations, since 2014 Plan Ceibal and
ANEP have engaged with new pedagogical approaches,
described below.
8. Enhancing social inclusion through innovation in Uruguay - The case of the CEIBAL Plan
6
In order to execute Plan Ceibal, the following objectives were defined (Solari, 2017):
to contribute to improve educational quality by integrating technology
into classrooms, schools and households
to promote equality of opportunities for all students in primary education,
providing each child and teacher with a laptop
to develop a collaborative culture along four lines: child-to-child, child-to-
teacher, teacher-to-teacher and child–family–school
to promote digital and critical literacy within the pedagogical community
in accordance with ethical principles
Adhering to these objectives, and in the same direction as the 2030 Agenda for Sustainable Development
(UNESCO, 2017), Ceibal works to create a sustainable, inclusive and innovative education for the future along two
central dimensions:
Institutional adoption and uptake
The case of Uruguay is not different from other public
initiatives for the implementation of large-scale
digital technologies. In this sense, it is important to
mention that the support of the community (parents,
communities and citizens in general) to Plan Ceibal
was significantly high from the beginning, since
there were great expectations of what technology
could offer to improve the national education system.
However, in the early days the Technical Assemblies of
Teachers questioned two aspects: the government’s
prioritization of this technological initiative over other
educational needs, and the limited participation of
educators in the implementation of Plan Ceibal. This
criticism, however, failed to attract significant support
and has become less prominent over time. It is likely
that the broad social and political support that the
initiative inspired was related to the fact that, by
placing technology as a new social right, it became
a concrete symbol of the moves to promote equality
that were much welcomed in the country, and thus
represented the recovery of the equalizing role of
public education (Hinostroza and Labbé, 2010).
In order to understand how society perceived this
programme, especially in the early years, it is worth
noting that these computers were the very first
electronic device used by many families. This was
especially so in the lowest socio-economic classes.
The consequent community support was important
in influencing educators to adopt and embrace the
opportunities offered by technologies and platforms.
Educators also deepened their knowledge of how
to use technologies and how they can contribute to
enriching teaching and learning experiences.
the provision of technology to the educational community
the facilitation of the development of every Uruguayan child and
adolescent’s learning potential, based on creativity and critical thinking in
the current age of knowledge
9. 2. The model
7
Context sensitivity
Uruguay has about 3,500,000 inhabitants, and is
divided into nineteen departments and eighty-nine
municipalities. By 2015 it had one of the highest
Human Development Index scores in Latin America
(0.795). It is globally recognized as a progressive
and open country when it comes to designing and
implementing social policies.
Even so, a major initiative to deploy ICT required
considerable effort. There was no international
precedent, and the educational community
experienced both uncertainty and expectation. The
response did not reflect resistance to technology,
but it did lead to a national debate on how public
education could be part of a global technological
revolution, and how to tackle the challenges and
difficulties involved.
Researchers found that some of the most interesting
transformations took place not in classrooms or
traditional education settings, but in other locations.
Learners and teachers used these technological
tools after class, during leisure time, for online work,
when participating in community centre initiatives,
for their hobbies and other interests, and so on. In
other words, there were ample opportunities and
means for individuals to explore using the technology
by themselves, based on their interests or personal
needs. Particularly relevant aspects of this experience
are the development of digital skills, creation of new
opportunities for lifelong learning, and collaborative
knowledge-building. All these transformations made
it evident that the influence of Plan Ceibal’s initiatives
went far beyond the classroom; they generated a high
level of involvement and identification from the entire
society (Bianchi and Laborde, 2014; Cobo and Mateu,
2016).
Relevance of mobile learning to major needs
In hardware terms (specifically access to a device
and access to the network), at the end of 2017 there
were 868,454 devices (21 per cent of which were
tablets, 79 per cent laptops), reaching 97 per cent of
the students in initial education, primary and basic
public education (EMB). Almost all (99 per cent) of
educational centres (2,500) had Wi-Fi connectivity,
and 1,500 were equipped with videoconferencing
technology (Solari, 2017). After the first three years
of implementation, the digital divide between the
lowest and highest income quintiles had decreased
substantially. In 2006, only 5.7 per cent of people in
the lowest income quintile had a device at home,
while nearly 49 per cent of those in the highest
quintile did. By 2010, penetration had increased to
57.9 per cent and 65 per cent respectively. After the
initial phase aimed at addressing the digital divide
and securing ICT access, the Plan evolved towards the
effective integration of technologies in the classroom
and across the educational curricula (Cobo, 2016a).
At the beginning of this initiative considerable
attention was given to the idea of access to high-
quality or real-time online information. This was
particularly noticeable in places with little previous
access to the internet (such as rural areas, small
villages and low-income neighbourhoods), where
students could not access online libraries, remote
teaching, educational platforms and other online
resources. Today (2018) the expansion of smartphones
and other national programmes that offer low-cost
connectivity at home means that these resources
are available to most people, but in the early years of
Plan Ceibal the schools and other community spaces
offering public Wi-Fi connectivity were the only way a
large section of society could go online.
Over the last 10 years of technological evolution,
connectivity has become a critical infrastructure in
daily life. When access to technology is much more
open and universal, learning environments expanded
from formal educational tools to other types of online
resources (Angeriz et al., 2015). For instance, Dropbox,
10. Enhancing social inclusion through innovation in Uruguay - The case of the CEIBAL Plan
8
Google Drive, YouTube, Wikipedia and WhatsApp are
used on a daily basis for coordination and knowledge
exchange. The learning experience has expanded to
venues, channels and contexts beyond the curriculum
and school activities. The skills developed by learners
have become more diversified and sophisticated. What
was initially conceived as a way to enrich the formal
learning experience has evolved into an opportunity
to fruitfully integrate formal and non-formal education.
The combination of face-to-face and online learning
experiences, and the integration of individual and
community-based learning, are both the causes and
consequences of this redefinition. Some of the most
critical transformations identified are not related purely
to technology, but to enabling new dynamics of
relationships, including new forms of consuming and
producing knowledge with others, and more flexibility
in what is understood as a learning experience.
These transformations of contexts offered a number
of opportunities and benefits, but brought new
challenges in school communities.
2.2. School-wide planning
Coordination and institutional support system
The Ceibal programme was designed as a multi-
system effort. Although Plan Ceibal was the agency
in charge of implementation, behind its endeavours
were the entities whose representatives comprised
its board, particularly ANEP and MEC. From the
beginning, close coordination between them was
fundamental to its effective administration and
evolution.
In the flexible institutional design led by Centro
Ceibal, ANEP participates and collaborates actively,
particularly in those dimensions aimed at promoting
the educational uses of technology, the adoption of
digital resources, training and teacher support. This
2 www.ceibal.edu.uy
3 www.uruguayeduca. edu.uy
design has enabled the development of national
capacities that make it possible to project this policy
into the future, monitor its progress, investigate its
effects and continuously adjust its strategies.
Infrastructure, development, technological
affordance and adoption of digital content
The generation and dissemination of digital content
in accordance with the needs of the Uruguayan
educational system has been a central concern of
Ceibal’s directors since the beginning. This includes
the operating systems and their interface, the general
and educational applications provided, and the digital
resources and platforms that can be accessed through
the internet. All the devices delivered by Ceibal include
tools for writing, painting, recording, programming
and calculating, among other functions. Students
are now familiar with and use these as well as games
and educational programs, which are often used
both inside and outside the classroom. Ceibal’s main
concern now is to enrich and update the range of
resources that students and teachers can access online.
Currently, two educational web portals containing
resources and support of various kinds are offered:
Plan Ceibal2
portal and ANEP3
educational portal.
These portals have been used by teachers since the
early years of implementation.
a) Ceibal Digital Library.3
This is a repository of
more than 4,000 digital resources, including
textbooks, books, didactic or multimedia
resources (videos, images, songs and so
on). Ceibal negotiated with the publishing
industry to acquire the necessary rights. The
library contains seventy-six of the 100 books
established as minimum reading for Uruguayan
children by the ProLEE programme promoted
by ANEP, twenty-five of which are preloaded on
the tablets delivered to children in Grade 1.
12. Enhancing social inclusion through innovation in Uruguay - The case of the CEIBAL Plan
10
d) Open Educational Resources.6
This collection
of nearly 2,000 digital resources catalogued and
linked to the curriculum is freely available to be
adapted and used by students and teachers.
It covers diverse topics for primary and
secondary education. Typically, these resources
are designed to be used autonomously by
students, either as part of a task set by their
teachers or on their own initiative.
e) DOMO.7
This is a collection of educational
video games developed by Ceibal to involve
students and help them acquire different types
of skill. To promote its use, Ceibal annually
holds a National Olympics. Until 2014, learners
competed in the video game Cazaproblemas,
aimed at developing mathematical skills and
logical reasoning (in 2014 there were about
100,000 downloads of the game); since 2015,
a game oriented to developing inference has
been used.
f) Uruguay Educa.8
This portal developed by CEIP
(Council of Initial and Primary Education) offers
lesson plans and digital resources (images,
games, programs, videos and so on), organized
according to the different levels and subjects of
the Uruguayan curriculum.
2.3 School-wide mobile learning practice
2.3.1. The introduction of the ‘Ceibal en Inglés’
programme
‘Ceibal en Inglés’9
is one of Plan Ceibal’s initiatives that
supports the teaching of English. In primary schools,
it was developed as a solution to the problem of a
lack of English teachers, while in secondary schools
where there are English teachers in the classrooms,
6 www.ceibal.edu.uy/es/rea
7 domo.ceibal.edu.uy/home
8 www.uruguayeduca.edu.uy/
9 www.ceibal.edu.uy/es/ceibal-en-ingles
10 www.ceibal.edu.uy/es/red-global-de-aprendizajes
the focus is put on speaking skills. A Conversation
Class program puts students in contact with a native
speaker of English through videoconferencing (De los
Santos, 2015; Madera, 2017).
Both programs propose a methodology that integrates
technologies and the work of teaching teams. In
primary schools, Ceibal English classes are held three
days a week. Once a week, students take classes with
an English teacher through the video conference
equipment installed in their school by Plan Ceibal.
The remote teachers can be located in Uruguay or
abroad, and they use videoconferencing equipment
in the schools. The other two weekly classes are led
by classroom teachers. Since 2015, English has been
taught in almost all urban public schools thanks to
the combined efforts of‘Ceibal en Inglés’and the
Department of Second and Foreign Languages of
Preschool and Primary Education Council (CEIP in
Spanish), which runs an on-site English language
teaching programme. Currently, Ceibal en Inglés serves
around 80,000 children, while 32,000 are learning in a
traditional way.
In secondary schools, all the remote teachers are
native speakers of English, thus the project covers
speaking skills while providing cultural enrichment
and intercultural experiences.
2.3.2. The introduction of the programme New
Pedagogies for Deep Learning focused on twenty-
first-century skills
Since 2014, Uruguay has been one of the seven
countries participating in the Global Learning Network,
an initiative promoted by Michael Fullan within
the framework of a project called New Pedagogies
for Deep Learning10
(NPDL). NPDL aims to explore
applicable answers to the most complex problems of
contemporary education. Its premise is that education
13. 2. The model
11
needs to be more connected to students’lives outside
school, and the academic contents should be more
relevant and meaningful. In this network, teachers,
managers and decision-makers are encouraged
to exchange ideas, experiences and education
innovations in technology-enriched contexts (Fullan et
al., 2017). Uruguay plays a strategic role in the Global
Learning Network by collaboratively exploring the
new teaching and learning methods that Plan Ceibal
intends to foster throughout the entire education
system (Cobo, 2016b; Cobo et al., 2016).
The network comprises schools in Australia, Canada,
Finland, the Netherlands, New Zealand, the United
States and Uruguay, and consists of over 500
schools. In Uruguay, where the initiative is known
as Red Global de Aprendizaje, ANEP and Plan Ceibal
implement the project in close collaboration. The
overall goal is to promote a learner-centred vision.
NPDL seeks to forge competencies that are relevant
to life in the contemporary world, such as creativity,
collaborative work and critical thinking.
2.3.3. The implementation of computational
thinking initiatives
To be not only consumers of technology but creators
of the gadgets: this is one of the premises behind
the introduction of Computational Thinking into
schools. It is a system of thought that emerged from
computing, but has crossed its borders, and aims to
provide students with new skills that will help them
understand the dizzying digital world they will inhabit
in future.
Computational Thinking can be understood as a
way of thinking that is not restricted to coding,
programming and the computer. Students learn
logical reasoning, algorithmic thinking and problem-
solving techniques, all valuable concepts and skills
which can be used widely. In addition, they learn to
11 www.ceibal.edu.uy/es/articulo/que-aporta-al-aula-el-pensamiento-computacional
12 www.anep.edu.uy/sea/
express their ideas, and develop their creativity and
design skills. The proposal also integrates the STEM
(science, technology, engineering and mathematics)
areas, Project-Based Learning and work with concrete
material. Plan Ceibal’s Computational Thinking
project11
promotes the development of the basic skills
needed to identify a problem, understand it and come
up with innovative solutions. In 2018 a pilot project
was running in over 150 full-time schools.
Teacher training is the result of a blended model
intervention. The teachers receive face-to-face
training (in a specialized lab) where they learn how
to develop and use a number of tools, resources and
materials (such as coding, several boards, robotic kits,
lab sensor kits and 3D printers). They also have access
to a number of massive open online courses (MOOCs),
plus additional documentation provided in CREA2.
The whole training aims to develop new capacities in
educators and to ensure the adoption of innovative
methodologies and constructionist pedagogical
approaches. As with Ceibal en Inglés, Computational
Thinking lessons include remote teaching via video
conferencing, virtual coordination and work-based
projects in the classroom with teachers.
• Feasibility, monitoring and evaluation
Although innovation in the pedagogical approaches
and tools for learning have been increasingly adopted,
new questions regarding how to rethink assessment
have also emerged. In Uruguay, both the tools and the
emphasis on what needs to be assessed have evolved
during the years of the project. SEA (the national
system of learning evaluation)12
can be highlighted.
SEA is a formative assessment platform which
provides critical information to teachers on the stage
their learners have reached at the student, classroom
and school levels. This platform is open and free for
educators, as well as principals and other decision-
makers, who can monitor the evaluation over time.
15. 2. The model
13
PAM: This maths digital platform has shown the value
that ICT can add for students from lower socio-economic
classes. A study by Perera and Aboal (2018) established
that PAM has aided the development of maths skills. It
was a longitudinal study of students who were in Grade
3 of primary education in 2013, and were re-evaluated
in 2016, when most were in their sixth year of formal
education. A total of 2,143 students attending 237 public
or private schools all over the country were evaluated
longitudinally in mathematics. This study describes the
impact of the math platform. This longitudinal study
showed a positive effect (of 0.20 standard deviations) in
the gain of mathematics learning in those children who
had used PAM compared with students who had not
used it. Noteworthy, the study also indicated that the
major effects were observed in students of lower socio-
economic status.
Plan Ceibal is also participating in international
comparative studies to evaluate the ICT competencies
of students and educators. For example, the
International Computer and Information Literacy
Study (ICILS) is a computer-based international
assessment of eighth-grade students led by the
International Association for the Evaluation of
Educational Achievement (IEA). The results will be
made available during 2019. This is considered a
remarkable opportunity to assess the impact of
the education and technology programme at a
national and international level. Other tests have
used psychometric instruments to measure the
development of learners’soft skills.
• Learning analytics – Big Data
Plan Ceibal has reached approximately 700.000
beneficiaries and delivered 1.681.830 devices among
tablets and laptops to students (from pre-school level
to secondary school) and teachers. Moreover, close
to 28.000 teachers have participated in capacity-
building and training programmes organized and
conducted by specific programmes of Plan Ceibal on
a yearly basis. Since 2011, it has focused on providing
the learning community with a wide range of digital
content to enhance the teaching and learning process,
most notably LMS, PAM, remote English teaching
and an online library. Today, Plan Ceibal operates and
integrates a large set of databases fed by a number of
management and educational activities. This abundance
of data presents a great challenge and a large
opportunity to exploit and transform a wealth of data
into rich information (Cobo et al., 2017).
Efforts are under way to consolidate learning analytics
that may provide strategic information on the impact
of teaching and learning using technology. Examples
include the analysis of information regarding online
behaviour, people with learning disabilities, school
retention, personalized learning, students’enhanced
records, their contexts and consequent interactions.
The objective is to expand current understanding of
learning as well as to provide relevant information
that can be used to monitor and optimize learning
environments. In this way, learning analytics can be
used strategically to adjust contents and support
levels, and to customize services (processes and tools)
to improve both learning and teaching. Learning
analytics can be very helpful to make sense of the
interactions and actions taking place in different
learning environments (Cobo et al., 2017).
Till 2015 this information was collected and processed
just for management and operational purposes,
without analysing user behaviour. In order to expand
these experiences and to conduct advanced analytics
that could provide critical information to serve the
educational system, a Big Data Centre for Learning
Analytics is being developed. This should transform a
significant stream of data into critical information that
can support decision-making at the policy-maker level,
and also guide and support the work of educators.
One of the goals is to build a comprehensive
360-degree online user profile. Combined with
statistical modelling techniques it should help to
identify online patterns on aspects such as learning
styles, content creation pathways and adaptive
contents services; predict learning behaviours; and
measure students’engagement or retention (Cobo et
al., 2017). This meta-index should also provide useful
information on the school system as a whole.
16. Enhancing social inclusion through innovation in Uruguay - The case of the CEIBAL Plan
14
2.4. Mobile learning environment
Mobility and ubiquity
On a global scale, a large number of technology
and education programmes provide access to
computers, many of which can only be accessed
when learners are at school. Consequently, in these
cases educational technology is exclusively used
during lessons, and students are expected to use the
digital device following the instructions given by their
teachers (Bianchi and Laborde, 2014). This has been
the reality in a large number of schools where there
is a room designated for computers and there are
specific rules on how to use these technological tools.
This model of using technology is known as one-to-
many.
In the case of Uruguay, the state provides one laptop
or tablet (depending on the individual’s age) to
each learner, not to the school administration.13
The
learners own the device and are encouraged to use
it whenever they want, in a flexible and personalized
fashion. That flexibility is also applicable to teachers.
Educators are not obliged to use technology, they
decide whether to use it. This level of flexibility is
particularly relevant because teachers are encouraged
to use technology when they consider it suitable
for learning purposes. However, this can mean that
the technology is not used in the classroom on a
regular basis. The key aspect is that regardless of the
frequency of use of computers in the classroom, what
is prioritized is suitability for the learning context.
Learners and teachers use technologies systematically
and regularly in different environments, including
public spaces, but also in their homes. This on-
demand form of using technology is not only more
natural and fluid, it is considered an opportunity to
support the needs of the user. This vision provides a
different perspective from those who only consider
education as a tool for facilitating formal learning (or
mastering the subjects covered in the curriculum).
13 This might be different in preschool.
It understands digital tools as a ‘bike for the brain’
instead, creating opportunities for boosting people’s
capacities and their interest in learning (Mateu et al.,
2018). Learners also have access to a set of platforms
and digital resources to support their own learning
interests.
This reality allows for a variety of learning experiences
to take place at home and during personal or leisure
activities, based on the interests or needs of the
learner. Here the connection between formal and
informal learning is regular and permanent. While
this is a valuable opportunity, it is important to
highlight that the benefits of using technology tend
to be associated with students’social and economic
context. In other words, when learners are raised in
environments that stimulate their active exploration,
critical thinking and pursuing their own interests, the
influence of technology seems to be much stronger.
Accessibility
Plan Ceibal has implemented different strategies to
include children and adolescents with a disability
(visual, auditory, motor, developmental disorder,
and so on) to ensure ‘equality of opportunities’,
democratization of knowledge and learning in the
school as well as in other contexts. Plan Ceibal’s
accessibility approach can be summarized as follows:
• recognizes the particularities of each
disability.
• incorporates the beneficiaries and their
communities into the work processes
(including educational institutions,
representative civil society organizations and
families).
• understands that accessibility is a critical and
central aspect of educational technology
projects.
17. 2. The model
15
To support students with special needs, those who
have some degree of disability can request special
devices or resources. A communication is established
with the educational institution as well as with a
civil society/non-governmental organization that
works with groups of people with disabilities. Close
collaboration between institutions and beneficiaries is
needed to determine the most suitable equipment or
solution depending on the pathology of the student.
That includes accessibility solutions: for instance,
special hardware, software or adapted contents or
learning materials. Additionally, resources to increase
awareness regarding people with special capacities
are available. Some of these accessibility options are:
• Adapted computers with operating systems
and software (such as a nonvisual desktop
access (NVDA) screen reader, or a special
desktop) or contents adapted for students
with different forms of disability.
• Plan Ceibal in association with Teletón
Foundation created hardware to facilitate
navigation or interaction when children with
motor disabilities use laptops.
• A Digital and Accessible Library, which
provides digitized textbooks for children
who are blind, visually impaired or have
other disabilities (such as audiobooks, and
adapted books for children with autism). The
library offers tools and educational resources
which can be used by children or young
people with special needs.
• Installation of video conferencing in schools
as well as adjustment of multimedia
educational materials adapted for hearing-
impaired students.
• Plan Ceibal developed the Ceibal-LSU app
which teaches sign language to those with
hearing. Users (students or teachers) can
14 The number of teachers in Uruguay including both primary and secondary education in 2008 was close to 50,000 (Instituto Nacional De
Evaluación Educativa).
15 This figure does not include Montevideo.
watch videos and learn how words are
translated into sign language.
2.5 Capacity-building
Plan Ceibal offers a variety of training instances in
order to ensure that educators and staff can find the
flexibility and the resources they need to take the
right courses or upskilling opportunities. For instance,
capacity-building is offered in modalities including
virtual courses, face-to-face workshops, support to
teachers in the local schools throughout the territory,
and a variety of training on experimental projects.
The introduction of laptops in the formal education
system revealed new training needs. So far, over
28,000 enrolments to training courses in educational
technologies have been offered by Ceibal. As an
example, between March and September 2018, more
than 7,500 teachers completed virtual or face-to-face
courses coordinated by Ceibal’s Educational Training
Department.14
Also, in 2018, and within the activities developed by
the New Pedagogies, 5,884 teachers enrolled in virtual
courses (New Pedagogies, Designs of Deep Learning
Activities, Assessment by Competences, Educational
Leadership, Moderation of Activities and Production
of Academic Articles), and 2,350 teachers participated
in face-to-face training sessions (called ENLACEs).
These summits focused on education communities
such as classroom teachers, Ceibal support teachers,
principals and supervisors.
In addition, within the period 2012–18, Plan Ceibal
has offered over 4,000 training sessions to the future
teachers (pre-service) who are studying and working
as practitioners in the schools. Including the national
number of future teachers who are completing their
last year of professional training, up to 95 per cent15
of
19. 3. Challenges
17
3. Challenges
Since its inception, Plan Ceibal has encountered
diverse challenges that affect its continuing
development. They can be classified as follows
(Angeriz et al., 2015; Solari, 2017): (a) technical and
logistical; (b) organizational issues regarding the
development of suitable internal processes for
delivering quality services; (c) the development of
external accountability and transparency strategies;
(d) coordination with and relation to the education
system (at a macro level with educational institutions
and at a micro level with teachers); and (e) expansion
toward new areas and fields of knowledge,
responding to societal needs and demands, and the
adoption of new projects and programmes.
Perhaps one of the most disruptive/innovative
approaches taken by Plan Ceibal was to use the
deployed technology and the ‘innovation ecosystem’
built during the last ten years to embrace and support
a pedagogical transformation which goes far beyond
the adoption of educational technology. In other
words, the technology is used as a key enabler that
facilitates new forms of experimentation which can
be adopted and developed within the whole school
system to push and promote a systemic educational
innovation approach. This pedagogical transformation
is known in Uruguay as Red Global de Aprendizaje
(as previously described when referring to the New
Pedagogies for Deep Learning).
4. Transferability
Each country and education context is unique. Although
no educational experience is 100 per cent transferable
from one context to another, here we describe some
of the key decisions and lessons learned which could
be helpful for other countries or systems who are
undertaking similar digital education endeavours.
a) Focusing on the pedagogy not only on
the technology: Since its inception Plan
Ceibal’s activities have been inspired by
‘constructionism’, emphasizing the idea of
learning as an active, contextualized process
of constructing knowledge rather than only
valuing the acquisition of external knowledge.
Here technological tools can help and enrich
learning, but they need to be integrated with
the idea of ‘learning by doing’, where the active
and meaningful engagement of the community
is also considered critical.
It has created specific initiatives whose goals
include documenting and systematizing
the implemented innovation experiences.
Red Global de Aprendizaje is one example.
This initiative is a dynamic and inclusive
opportunity to monitor and highlight
innovative pedagogical practices which can
be replicated within the national system
among the participating schools. Since they
are also part of an international network, the
scheme also creates opportunities for sharing
and exchanging good practices between all
participant member countries (Jara, 2016; Solari,
2017).
20. Enhancing social inclusion through innovation in Uruguay - The case of the CEIBAL Plan
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b) Facilitating community building,
communities of practice and networking:
Plan Ceibal facilitates and promotes the
existence of multiple spaces to socialize
and disseminate knowledge accumulated
throughout its 10 years of implementation in
two dimensions (Cobo, 2016a; Jara, 2016; Solari,
2017).
At the institutional level, Plan Ceibal facilitates
and promotes regular meetings and gatherings
of educators. Regional and national summits
are organized to facilitate peer-based
exchanges. These are considered very effective
and influential opportunities to facilitate and
promote learning exchanges and sharing of
good practices, and are also opportunities
for building trust and consolidating the
community of actors who support the adoption
of technologies in the learning environment.
Teachers meet to take part in training and
development events as well as to share their
experiences. In virtual or face-to-face contexts
educators also find opportunities to share their
concerns or let others know what approaches
have not worked as planned (Jara, 2016; Solari,
2017).
At student level, learners also find opportunities
for meeting and connecting with others, either
face-to-face or online. This social experience
is considered critical to promote the sharing
of good practices, project-based learning and
bottom-up innovations, among other issues.
These forms of student collaboration not only
enable the transformation of their role from less
active learners into knowledge producers and
exchangers, they also leverage the possibility of
their gaining recognition among their peers.
An important part of the cultural transformation
within the educational system is grounded on
having different contexts and spaces (physical
and virtual) for sharing and transferring good
practices and positive experiences that can
enrich the work of others. This vision has been
nurtured for years by systematically organizing
annual gatherings (including a national contest
on robotics, design meetings and national
teacher development events) where the
most remarkable experiences are shared or
communicated on a national scale.
c) Developing a culture of accountability,
diversifying the means of evaluation and
monitoring: The creation of an independent
study centre in 2015, the Center for Research –
Ceibal Foundation, is another example of the
new steps taken towards mediating between
learning and technology inside and outside
the formal education system. The generation
and promotion of independent and excellent
research is considered a unique opportunity for
analysis, discussion and knowledge transfer that
can support decision-making by the various
stakeholders in the education system, and help
understand the use of digital technologies
in training and the promotion of better
opportunities.
The Ceibal Foundation has defined priority research
areas for projects and agreements (Jara, 2016; Cobo,
2016b):
• social use of ICT and digital culture – use
practices and knowledge generation;
literacy, digital fluency and maturity;
individuals, citizenship and digital identity;
communities and social networks; changes
in schooling culture.
• resources and platforms – production and
appropriation of educational resources;
accessibility, usability and inclusion; mobile
devices and bring your own device (BYOD);
do it yourself (DIY) technologies.
• new ways of knowing, learning, teaching
and assessing – new pedagogies and
technologies; cognition and meta-cognition;
new syllabus approaches; multiple
21. 4. Transferability
19
learning environments; formal, informal
and non-formal learning; self-learning and
personalization.
• extended learning achievements –
performance and efficiency; evaluation of
achievements in both formal and informal
learning; effects on school learning; new
headings, metrics and indicators.
• teachers in the digital age – basic training
and use of technology; innovation in
teacher professionalization; the teacher
as a knowledge worker: motivation
and recognition; teacher profiles in the
twenty-first century; new ways to boost
performance.
Since 2015, the Ceibal Foundation and the National
Agency for Research and Innovation (ANII) have
offered international funds for the development
of research at the intersection between education,
new technologies and innovation. This is a unique
financing mechanism of its kind. The fund has
financed twenty-eight projects led by national
and foreign research groups. The majority of the
universities and research centres are national; some
are Spanish, Argentinian, North American and Chilean.
Research has also been conducted in Australia, France,
New Zealand, Ecuador and Mexico (Fundación Centro
Ceibal, 2018).
4.1 Main achievements of the Plan Ceibal
Perhaps one of the most significant achievements
of Plan Ceibal is its consistency and sustainability
through the years. In other countries similar initiatives
have been cancelled or discontinued (Alonso et al.,
2013; Area et al., 2014; Alonso et al., 2014).
Since its inception Plan Ceibal has been an initiative
aimed at reducing the digital divide and favouring
social inclusion (Vaillant, 2013), but at the same
time with a strong emphasis on socio-educational
dimensions. So here we discuss its achievements in
two key dimensions: the consolidated social impact,
and the growing educational impact.
Social inclusion
Substantive advances have been made in inclusion
and social equity. The average budget for distributing
digital devices of US$56.2 million per year between
2007 and 2017 (nearly 5 per cent of the total budget
for primary and secondary public education) has
reduced Uruguay’s digital divide. For example, by
2015, over 60 per cent of primary and secondary
school students from lower-income families had
access to a personal computer or tablet from Plan
Ceibal (Melo et al., 2017). In addition, by 2017, 11 per
cent of households in Uruguay had access to a
computer only through Plan Ceibal (Caballero, 2018).
As explained earlier, the goal was to provide laptops
to all students and teachers in primary public
education (85 per cent of school enrolment in the
country). This objective was fully achieved in primary
public education in 2009 and in secondary education
by 2013 (Cobo, 2016a).
Public infrastructure has also seen significant
achievements. In 2006, 25 per cent of households
had a computer and only 14 per cent had an internet
connection, while only 25 per cent of schools had
internet access (Vaillant, 2013). In 2013, 67 per cent
of households had a computer, 53 per cent had an
internet connection, and 96 per cent of schools had
internet access (Cobo, 2016a). In addition, in 2016, the
availability of connectivity in the urban sector reached
95 per cent (Melo et al., 2017).
Finally, since 2010, all students and teachers in
primary and secondary education have received
digital devices, 100 per cent of schools have Wi-Fi
connectivity and internet access, and 92.9 per cent of
urban public schools have access to the internet with
a fibre optic connection (Plan Ceibal, 2018).
22. Enhancing social inclusion through innovation in Uruguay - The case of the CEIBAL Plan
20
Educational context
Although Plan Ceibal was created as a policy
focused on social inclusion, over time the support
of educational objectives has become an important
aspect of the project. There are some current
challenges to the educational programme16
(Ferrando
et al., 2011, De Melo et al., 2013, Ceretta and Canzani,
2016), but there have been significant achievements
and milestones in this area (Plan Ceibal, 2018).
Since 2007 Plan Ceibal has created a department
responsible for monitoring and evaluating the
impact and outcomes of this digital education policy.
Additionally, since 2014 the already mentioned Ceibal
Foundation has provided a growing set of studies
and evidences to assess the learning outcomes
achieved so far.17
Given the nature of this educational
digital policy (where nearly 99 per cent of students
in Uruguay have access to a laptop or tablet) non-
comparative studies between the technology have
and have-nots can be conducted. However, currently
new studies are being developed to understand to
what extent the adoption of technology over time
can have an impact on the learning experience of
educators and students. There follows a synthesis of
some of these results of the educational policies.
Ceibal en Inglés:
• 95 per cent of children in Grades 4, 5 and
6 in urban primary schools participate in
English classes (70 per cent of them with
Ceibal en Inglés and 30 per cent who receive
traditional face-to-face English classes).
• 80 per cent of students graduate from
primary school with at least level A2 of the
Common European Framework of Reference
for Languages.
16 Particularly in the field of reading comprehension.
17 Full documentation is available on the following sites: https://digital.fundacionceibal.edu.uy and https://ingles.ceibal.edu.uy/biblioteca
In relation to the Adaptive Mathematics Platform
(PAM):
• 41 per cent of students from primary
education Grade 3 to secondary education
Grade 3 used PAM in 2016.
• 41 million activities were carried out on PAM
in 2016.
In relation to the Digital Technologies Laboratory
programme, and its robotics, programming and 3D
modelling initiatives:
• Up to 2016, 352 educational centres
participated (including secondary
institutions and technical professional
education institutions).
• A Robotics, Programming and Video Games
Olympics has been held annually since 2014,
with 1,500 students participating from all
over the country.
• 86 3D printers have been delivered to
secondary education centres that presented
a project.
In relation to the virtual learning environment
promoted by Ceibal (CREA2):
• 69 per cent of primary school students from
Grades 3 to 6 and their teachers used the
CREA2 platform during 2016.
• In 2017, there were over 230,000 users of
CREA2.
In relation to the new needs for teacher training:
• One verified impact of the Plan Ceibal might
be unexpected: instead of diminishing
the role of teachers and educators, the
introduction of digital technologies in the
classroom has reinforced their relevance.
24. Enhancing social inclusion through innovation in Uruguay - The case of the CEIBAL Plan
22
5. Conclusions and recommendations
Plan Ceibal has significantly evolved and consolidated
since its creation in 2007. It has implemented, over a
decade, different strategies to promote and achieve
the four goals of this policy: improve educational
quality, promote equality of opportunities, develop
a collaborative culture, and promote digital and
critical literacy within the educational system. In short,
Plan Ceibal is the result of continuous monitoring,
negotiating and improving technology to enhance
educators’and students’experiences.
In addition to permanent coordination with different
institutions and actors, other factors that have been
identified as critical are consistency and coherence
in the implementation of public education policies.
This means that it is important not to deviate
from the original goals while understanding that
digital inclusion is a moving target, and permanent
revisions of the plan are needed. Time-wise,
technological deployment can be less demanding
than the generation of the cultural transformations
(including different dynamics, diverse pedagogies,
language changes, and redefinition of authority) that
appropriate implementation of digital technology can
drive in the educational system.
It is important to consider that the technological
transformations and institutional changes are unlikely
to develop at the same speed. Their interdependence
is evident, but it can take considerably more time to
develop educators’digital capacities and identify clear
evidence of deeper transformation in the dynamics of
teaching and learning.
With this in mind, these are among the most relevant
challenges and opportunities that are considered
critical for the future of Plan Ceibal.
5.1. Technology-enhanced learning
Access to digital technologies alone is not an essential
condition in achieving better learning outcomes.
However, when well implemented, technologies
can be powerful drivers of specific forms of social
learning such as project (or problem)-based learning,
do-it-yourself learning, collaborative problem-solving,
positive feedback and development of social skills.
Second, ICT is helpful not just in the classroom
but in other learning contexts. This represents an
opportunity, but also a challenge for traditional
education settings.
5.2. Digital citizenship
Four aspects of ‘digital citizenship’are relevant here.
First, the transformation of contexts (or hyper-
connection) offers opportunities and benefits, but
has also brought new problems. Second, the unclear
distinction between online and offline contexts is
posing new challenges. It is critical to understand the
complex effect of digital technologies on classical
distinctions such as formal and informal, individual
and collective, private and public. Third, emerging
challenges include regulating screen time, online
privacy and security, and the digital footprint. Fourth,
it is important to develop users’skills in handling
cyberbullying, online security and promoting cyber
wellness. What is needed is a new culture of civic,
social and democratic participation, including face-to-
face, virtual and blended environments.
25. 5. Conclusions and recommendations
23
5.3. Innovation at a scale
Four prominent aspects of implementation can be
highlighted here. First, the investment cannot be only
in technology infrastructure. It is critical to design
and to implement comprehensive digital education
policies, to ensure efficient and clear division of
labour with responsible teams for technical support,
permanent updating of the devices, connectivity
monitoring, teacher training, updated production
of education contents and learning platforms,
online and offline support, among other issues.
Second, new technologies define new boundaries,
so implementing them will create tensions and a
need for negotiation. To ensure smooth integration,
all participants’visions must be considered. Third, it
is important to continue developing and facilitating
a culture of accountability, measurement and
monitoring. Likewise, it is paramount to sustain
efforts to identify the most effective strategies
to support student learning. And fourth, close
coordination between all the member institutions
is critical to ensure an appropriate balance between
the integration of educational technologies and the
embracing of new pedagogical models.
5.4. Educators in the digital era
Four points can also be made about teachers. First,
the unprecedented access to knowledge does
not mean the role of the educator is redundant.
Teachers’contributions are even more critical, but
different. Likewise, the relationship with knowledge
is continuously evolving. Second, permanent teacher
development is a key factor for success when
integrating technology into learning environments.
It is important to design and implement continuous
training for in-service teachers, but a critical aspect
is to ensure that high-quality pre-service training
includes working with technology. Third, technology
can be used meaningfully throughout the learning
process, but this does not mean digital devices
suit all purposes. Clear rules, strategic guidelines
or negotiated protocols need to be adopted when
integrating technology. Fourth, learning how to
use technology is not the same as learning how to
teach with technology. A meaningful integration of
technology requires teachers not just to understand
how to use the technology but to redefine their
pedagogical strategies.
Finally, technological change is not limited to the
world of education, and transforming education is
not limited to technology. New forms of teaching,
learning and evaluating will be the result of
adopting flexible organizational dynamics. There
are a large number of aspects considered critical for
the successful implementation of a national digital
education policy. A socio-technical perspective is
essential for understanding the interacting dynamics
involved in large-scale changes, like those attempted
in Uruguay.
Real change happens not when technology is
introduced but when the actors transform their
practices. The value of a digital educational policy
does not lie in the introduction of novel gadgets
but in its capacity to offer new possibilities and
affordances for different forms of learning, which
enable exploration, curiosity and creativity. The
changing boundaries of education demand that we
keep these redefinitions open and subject them to
permanent revisions.
In the context of public policy for digital education,
innovation is relevant only when it can be scaled
up to the whole education system. That is why after
ten years Plan Ceibal has enabled an innovation
ecosystem that brings equity and new opportunities
for the current and coming generations of learners
and educators.
26. Enhancing social inclusion through innovation in Uruguay - The case of the CEIBAL Plan
24
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29. Sustainable
Development
Goals
Stay in touch
https://on.unesco.org/fazheng
fazhengproject@unesco.org
www.facebook.com/UNESCOICTinEducation
@UNESCOICTs
Education
Sector
United Nations
Cultural Organization
The Global Education 2030 Agenda
UNESCO, as the United Nations’specialized
agency for education, is entrusted to lead and
coordinate the Education 2030 Agenda, which is
part of a global movement to eradicate poverty
through 17 Sustainable Development Goals by
2030. Education, essential to achieve all of these
goals, has its own dedicated Goal 4, which aims to
“ensure inclusive and equitable quality education
and promote lifelong learning opportunities for all.”
The Education 2030 Framework for Action provides
guidance for the implementation of this ambitious
goal and commitments.
UNESCO Education Sector
Education is UNESCO’s top priority because it is
a basic human right and the foundation on which
to build peace and drive sustainable development.
UNESCO is the United Nations’specialized agency
for education and the Education Sector provides
global and regional leadership in education,
strengthens national education systems and
responds to contemporary global challenges
through education with a special focus on
gender equality and Africa.
About the Fazheng Group
The Fazheng Group is a multi-business organization in
China, which covers a wide range of interests including
education. It has established a global school network
providing comprehensive coverage of K-12 education.
The project Best practices in mobile learning
Funded by the Fazheng Group, the project aims to
guide the planning and implementation of school-
wide mobile learning practices. The case study series
consists of more than 15 initiatives including both
top-down cases driven by governments and
bottom-up cases initiated in individual schools,
selected through desk research and a competitive call
for proposals process.