On February 31, the CIEB (Centro de Inovação para a Educação Brasileira, or Center of Innovation for Brazilian Education) published the Edutec Guide (click to download), a study carried out in 2016 which diagnosed the level of the adoption of technology in the teaching networks of 14 states and the Distrito Federal (Federal District).
“The conceptual framework of this tool is the four dimension theory, which shows that for technology to have a positive impact on education, it should simultaneously contemplate a clear vision of why the technology is being used, the skills of teachers and administrators, the type of access to digital educational content and resources, and infrastructure. When one of these dimensions is highly developed and the others are underdeveloped, it means that public investment has not been properly allocated. It is more important to achieve balance and progress from there, than have one dimension that is highly advanced but that does not impact on the process of teaching and learning,” says Lúcia Dellagnelo, the director-president of CIEB.
- Check out the Porvir Technology in Education guide (PT-BR)
Bottlenecks were detected in the state education networks of the 14 states and the Distrito Federal which participated in the survey. “There is an imbalance between the dimensions and a bottleneck in terms of infrastructure and skills, with differences between states,” says Lúcia. The CIEB executive also points out that when asked if they received specific training in the use of technology, most teachers said they did, but that they still did not feel competent. “This raises the question of whether the type of training is adequate for making the teacher more confident with his or her pedagogical practices.” The theme will be discussed at the next meeting of the Conecte-C series, which brings together various actors in the education ecosystem, at the end of April.
This disparity, according to the CIEB, is a sign that the new educational technology policy cannot be applied equally across Brazil, nor be based on the premise that their realities are similar. “The difference between states was expected, but there is an imbalance between dimensions within the same network. There are states with a high level of teacher training, but with a low level of infrastructure that does not allow the teacher to use the skills acquired”.
Some conclusions from the report:
Infrastructure is the main bottleneck:
– Equipment: only 3% of schools have computers in classrooms;
– Connectivity: in only 19% of schools was connectivity sufficiently fast to allow the simultaneous access of students to videos and games;
– Technical support for equipment: 74% of schools are dissatisfied with the support offered by the education department.
Skills are the second greatest challenge for teaching networks:
– Limited use of technology: 69% of teachers only use technology to prepare classes or give presentations
– Lack of training: 67% of teachers did not participate in training on the use of technological resources for education, or only attended courses on the use of basic tools;
– Dissatisfaction with training offered by education departments: of the teachers and principals who had undergone training, only 27% were satisfied with the training options offered by the education department, and only 1% considered these to be excellent.