Browsing by Author "Claro, Magdalena"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Assessment of 21st century ICT skills in Chile: Test design and results from high school level students
    (2012) Claro, Magdalena; Preiss Contreras, David Daniel; San Martín, Ernesto; Jara, Ignacio; Hinostroza, J. Enrique; Valenzuela, Susana; Cortes, Flavio; Nussbaum Voehl, Miguel
    This paper describes a study that evaluates fifteen-year-old Chilean students Information and Communication Technology (ICT) skills. The paper presents an operational definition of ICT skills, an instrument measuring these skills as well as the students' results in the test. The definition of ICT skills used considers Chile's curricular framework, functional and cognitive skills. Specifically, ICT skills were defined as the capacity to solve problems of information, communication and knowledge in digital environments. A performance-based assessment was designed in a virtual environment to measure these skills. The analysis of the results showed that the majority of students were able to solve tasks related to the use of information as consumers, i.e., approximately three quarters of the students were able to search for information and half of them were also able to organize and manage digital information. Additionally, they show that very few students were able to succeed in tasks related to the use of information as producers, i.e., only one third of the students were able to develop their own ideas in a digital environment and less than one fifth were able to refine digital information and create a representation in a digital environment. Socioeconomic group, access, daily use and confidence in doing ICT-related activities were all positively associated with higher scores, showing the need to implement strategies to compensate this inequality, possibly by explicitly defining these aims in the national curriculum.
  • No Thumbnail Available
    Item
    Perceived Learning of Students During the Pandemic and Associated Contextual and Pedagogical Factors
    (2023) Matamala, Carolina; Claro, Magdalena; Hinostroza, J. Enrique
    The research objective was to know the perceived learning of primary and secondary students during remote teaching and the contextual and pedagogical factors that explain said perception. A quantitative methodology based on the application of a survey was used. The survey, validated through a panel of experts, was applied to a non-probabilistic sample of 8,538 students (4,598 primary and 3,940 secondary) from the Araucania Region of Chile, who were selected based on their educational level and their attendance to public schools that agreed to be part of the study. The results allow us to determine that despite the change in teaching modality, more than a third of the students consider that they have learned a lot during the first year of the pandemic, being elementary school students from urban areas and with access to technology, who presented a more excellent perception of learning. The main pedagogical factors that explain the perceived learning are communication with teachers, attending classes by videoconference, responding to worksheets or assignments, and learning the subject autonomously using various resources. These results allow us to conclude that central aspects of the perceived learning during remote teaching in a pandemic were frequent interaction with teachers and accessing resources, both for accompanied and autonomous study. On the other hand, they confirm the disadvantage of students without Internet connectivity, particularly those from rural areas.