Best pedagogical practices with ICT in Chilean classrooms
Jaime Sanchez, Alvaro Salinas, Orietta Purcell, Lorena Perez, University of Chile, Chile
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
We present a study that systematizes pedagogical criteria and provides evidence of best pedagogical practices using ICT based on an analysis of the available information on in-class, pedagogical uses of ICT on a national and international level. Through the use of a qualitative and quantitative design, 5 dimensions were identified to describe what best pedagogical practice using ICT is: pedagogical innovation, ICT integration into the curriculum, pedagogical practice, results and impact, and use of technology. These dimensions allowed for identifying 15 ICT and school learning experiences that provide evidence of best practices, selected from an initial sample of 110 experiences. The in-depth analysis of these experiences allowed for concluding that the most significant dimensions for the definition of best pedagogical practice are ICT integration into the curriculum, followed by pedagogical practice and innovation.
Sanchez, J., Salinas, A., Purcell, O. & Perez, L. (2009). Best pedagogical practices with ICT in Chilean classrooms. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2031-2040). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)