Browsing by Author "Hinostroza, J. Enrique"

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    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.
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    Exploring students’ digital competencies in two Chilean Universities: Status, gaps and the contribution of years of study
    (2023) Matamala, Carolina; Hinostroza, J. Enrique; Preiss, David; Carmona Vásquez, Benjamín; Labbé, Christian
    Research has shown how important is for young people to acquire digital competencies that are necessary to successfully participate in society. Still, it has been reported that university students display poor digital competencies and that inequalities resulting from demographic and social factors persist even among young people who have managed to gain a place in higher education. Thus, the goal of this study was to explore what was the contribution of two universities in both the development of digital competencies and the reduction of gaps associated with students’ gender and parents' level of education. We applied a survey to a sample of 411 first- and fourth-year students at two Chilean universities, whose results were analysed using descriptive statistics and multivariate analysis of variance. Students showed a greater development of competencies related to Collaboration in digital environments and Searching for information. Their performance in competencies related to Production of content was, in comparison to these, worse. First-generation students reported lower levels of digital competencies than their peers whereas female students reported greater digital competencies than male ones. These gaps were present both within first- and fourth-year students. We conclude by noting the challenges universities face when training digital competencies among their students and highlight the need to develop, for the specific socio-cultural context of this study, teaching programs catering to the specific needs of first-generation male students.
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    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.