Best pedagogical practices with ICT in Chilean classrooms
Abstract: 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.
Presider: Natalie Senjov-Makohon, State Library of Victoria, Australia.