Opportunity
Thirty years ago, the non-profit Fundación Omar Dengo in Costa Rica took the lead in the creation of the National Program of Educational Informatics (PRONIE) in partnership with the Ministry of Public Education. This program introduced computers in schools as tools, not only for programming, but also for developing cognitive and social capacities in students. The Fundación developed the program in collaboration with IBM and the MIT Media Lab, with involvement by such experts as Nicholas Negroponte and Seymour Papert. Computers were first introduced in elementary schools, with expansion to secondary schools about fifteen years ago. Students spend several hours each week in computer labs, with equipment and software supplied by the Fundación. The courses developed by the Fundación focus on programming and computer usage that integrate computational thinking and essential learning skills.
Teachers receive training on the use of computers and other technological tools and resources in their university education, but it was evident from the beginning of the program that additional training and support was necessary for them to effectively use the resources available from the Fundación. The Fundación initially offered training with a face-to-face, trickle-down approach in which small groups of teachers were trained and then expected to train others in their schools and areas. As more schools came onboard with the project, teacher training was re-designed in a blended format, with extensive online support and resources.
Innovation
Two different blended learning training programs were developed: the first is designed for teachers who teach the students educational informatics content based on the specific use of computers from the Fundación. This group was the target of the project from the beginning. In the last few years, teachers of other subjects, such as science, geography, history, maths, etc., have been gaining access to computers at school, and need training on how to use computers in their courses for content delivery as well as to enhance student learning, communication, and thinking skills.
Training Educational Informatics Teachers: The course for the educational informatics teachers begins with a face-to-face induction session. The content focuses on the Fundación program, its learning goals, how it works, use of technologies and effective teaching in the computer lab. Teachers return to their classroom and work to integrate what they learned in their work with their students. A website, Upe la puerta al conocimiento, (Open the door to knowledge), was developed to offer courses, as well as resources and interaction, to address their challenges and questions and teachers use this for continued training. A final face-to-face meeting serves as a wrap-up to. This induction course is required for all educational informatics teachers and encompasses 120 hours, 40 of which are face-to-face and 80 are online.
The next level for educational informatics teachers is voluntary as they move to an intermediate level, taking additional online courses, and attending webinars and workshops. Those who reach higher levels of competency can become mentors and leaders for their colleagues.
Training Teachers of Other Subjects: Teachers in subjects other than educational informatics have received training in computer use for the last five years. The course is less intensive than for educational informatics teachers, requiring 80 hours, of which 24 are face-to-face and 56 are online.
This extension of the training means all teachers in a school with computers can receive training.
Support System: Ongoing support is an essential component for quality application of the training and effective student learning. A call centre was set up to provide this support and to respond to questions submitted by phone and online. Teachers may also request a visit to respond to a specific challenge or opportunity. Eighty national counsellors provide this service from the central office in San José and in schools throughout the country.
Innova Institute: In addition to the programs for students and teachers, the Fundación provides services and courses for other groups, such as seniors, special needs students, and adults seeking continuing education opportunities. Training is offered in a variety of topics including health, digital citizenship, entrepreneurship, and robotics.
The Institute is funded through earned revenue and donations, and offers services such as research, evaluation and monitoring of projects using digital technologies, as well as specially designed training for business, private education, and other clients.
The incubation and testing of projects and innovations for the work of the Fundación is done in the Innova Institute before introduction to the education system as a whole. For example, the Ministry of Public Education now permits cell phones in the classroom. Educational projects using mobile technologies are under development and assessment in the Institute for gradual introduction in the schools.
Outcomes and Benefits
Costa Rica has about 60,000 teachers in the public system, with about 90% of students attending public school. About 83% of students and schools in the public system are reached by the educational informatics programs offered by the Fundación Omar Dengo, with steady increases in coverage each year. The programs are offered in over 2,700 educational centres, with 400 new centres added in 2016. The schools yet to be reached are in more remote, rural locations. Currently, close to 630,000 students are participating.
A study was done in 2016 looking at learning outcomes of 10,000 students who finished elementary school (six years of schooling). In the category of ‘problem-solving’, students who were in the educational informatics program showed significantly better results than those who didn’t participate in the program and the results improved with each year of enrolment. For example, students who were in the program for three years performed better than those who were in it for two years – with each year of enrolment showing continuous improvement. The same results were found in a study of students at the grade 9 levels. Leda Muñoz Garcia, Executive Director of the Fundación, summarizes the research as showing, “significant impact with students that improves at all learning levels”.
In 2015, the National Program of Educational Informatics (PRONIE) won the UNESCO King Hamad Bin Isa Al-Khalifa Prize for Pedagogical Innovation in the Use of Information and Communication Technology in Teaching and Learning. The award description outlines the project benefits:
The project contributes to improving the quality and equity of learning opportunities within the public education system through the use of digital technologies. It gives priority to marginalized children and youth from rural and marginal urban areas. ... Students have benefited from the program in pre-schools, primary schools, secondary schools, and technical and vocational education and training. The program PRONIE has developed an outstanding systematic approach to enhance students’ capacities to create ICT products across the school system. Furthermore, the program also focuses on teachers’ continuous training and monitoring to improve their teaching skills in educational informatics.
Challenges and Enhancements
The initial training of teachers needs to be enhanced so they are more capable with computers as tools for learning, according to Leda Muñoz Garcia. There is a portion of all graduate teachers unprepared for teaching with technology, making the work of the Fundación more difficult.
The Fundación is developing incentives to encourage teachers to apply the learning from the training with enthusiasm and effectiveness. One possibility is providing enhancements to the basic technology package for teachers with tangible proofs of student success. Another is public recognition of outstanding effort. With Ministry of Public Education approval, these innovations are being implemented.
Upon completion of the training course, teachers get Continuing Education credit hours which lead to salary increases. Leda Muñoz Garcia sees a need to link continuing education with improved performance, so what is learned in the course is applied to support student success.
Potential
Better connectivity is needed throughout the country. There is improvement but progress is slow. Gabriel Macaya-Trejos, a Board Member of Fundación Omar Dengo stresses the need for a fibre optic infrastructure that provides good quality connectivity for all schools. He sees two accompanying challenges: one is content development, “although much currently exists, more needs to be developed for what the learners need to know now”. The other is the phasing in of mobile technologies used outside of class time, offering applications and content that can be used by students for independent learning.
For Further Information
Leda Muñoz Garcia
Executive Director
Fundación Omar Dengo
San José, Costa Rica
[email protected]
Gabriel Macaya-Trejos
Board Member
Fundación Omar Dengo
San José, Costa Rica
[email protected]
