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Digital inclusion in education in Tarija, Plurinational State of Bolivia

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  • Cacheiro González, María Luz
  • Farfán Sossa, Sulma
  • Medina Rivilla, Antonio

Abstract

This study analyses digital inclusion in secondary education in the Tarija School District in the Plurinational State of Bolivia for the 2012-2013 school year, using the indicators in the Plan of Action for the Information Society in Latin America and the Caribbean (Plan of Action elac). This is an exploratory and descriptive analysis based on a sample of 311 students, 108 teachers and 15 school principals. According to the findings, teenagers use the Internet to look for information and entertainment; the expansion of mobile technology among them offers numerous educational opportunities; and insufficient training for teachers on how to integrate information and communications technologies (icts) into the learning process is a top challenge. The existence of icts in schools has been confirmed, but not their use. Local and national efforts are helping to reduce the digital divide and promote equality of opportunity for young people.

Suggested Citation

  • Cacheiro González, María Luz & Farfán Sossa, Sulma & Medina Rivilla, Antonio, 2015. "Digital inclusion in education in Tarija, Plurinational State of Bolivia," Revista CEPAL, Naciones Unidas Comisión Económica para América Latina y el Caribe (CEPAL), April.
    • Handle: RePEc:ecr:col070:38833
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