Books by Sdenka Zobeida SALAS-PILCO
Artificial Intelligence (AI) is transforming the world and having a profound impact in the econom... more Artificial Intelligence (AI) is transforming the world and having a profound impact in the economy, government and society in general. Thus, many countries have proposed AI strategic policies in order to lead the development of AI in their societies during the 21st Century. Although, the idea of AI emerged in the 1950s, in the last decade it entered to a crucial stage having an extensive deployment with significant implications on our society. Therefore, governments around the world need to be aware of AI's opportunities and challenges.
The Peruvian government introduced Information and Communication Technologies (ICT) in schools mo... more The Peruvian government introduced Information and Communication Technologies (ICT) in schools more than twenty years ago. Along the years, Peru has made continuous efforts to implement elementary and secondary schools with computers and access to internet in order to close the digital gap and achieve quality education, as well. This work aims to provide an overview of ICT development in the Peruvian case, its challenges and implications. It was examined official and institutional documents as well as the several programs implemented for large scale dissemination. The analysis of the Peruvian experience let us to remind that the mere introduction of computers in schools will not lead to immediately changes or improvement of education. Actually, it is a more complex process where other several factors should be considered. Also, it is important that policy makers should be aware of setting the conditions for an effective use of ICT in schools and successful integration of these technologies in the public school system.
In order to enhance the understanding of how children learn in the context of Andean and Amazonia... more In order to enhance the understanding of how children learn in the context of Andean and Amazonian communities in Peru, this article will provide some insights based on the literature review of one key concept: the term informal learning that will serve as a basis for an exploratory study. Although, it still continues the debate to define this term appropriately, as a starting point it is useful to build a conceptualization for the particular research context. Also, it will be presented the social-constructivist theoretical framework that provides a valuable background for understanding the dynamic interactions of individual and social processes that shape indigenous children's learning in their unique socio-cultural context. Finally, a sounder approach will be offered that integrates previous antagonistic ideas, clarifying that both informal and formal contexts contributes to the better understanding of the learning continuum for future research in the area.
"The OLPC Project - “One Laptop per Child” began in 2005. It is directed by Nicholas Negroponte, ... more "The OLPC Project - “One Laptop per Child” began in 2005. It is directed by Nicholas Negroponte, and originated at MIT laboratories. This organization has the purpose of putting in children’s hands that machine - the computer - designed in its beginnings to be used only by engineers. This organization as inspired by the ideas of the great visionary Seymour Papert, who developed the LOGO language in 1967, to put children in contact with the programming of computers.
Later, we find other researchers and scientists, among them Alan Kay who developed SQUEAK for him the computer become an idea generator for children.
In 2007, the XO laptop arrived at Peru and was a pilot research at the elementary school Santiago Apostle of Arahuay in the mountain region of Lima province. In 2008, 40,000 XO laptops were distributed among approximately 500 rural elementary schools in Peru. With this project, the Peruvian Ministry of Education made a jump to modernize the education, including the poorest communities, which is a worthy fact, because few countries in Latin America have had this initiative.
In 2008, approximately 3000 elementary school teachers were trained in the basic use and the maintenance of the XO laptop. Now, the challenge is including it in daily pedagogical activities and integrating this new technology in the rural school classroom.
In that sense, I would like to support the teacher’s work by offering several ways to use XO laptop activities when working with our students. These activities are adapted to our educational reality and our location in the world."
Le projet OLPC (One Laptop Per Child) a débuté en 2005. Il est dirigé par Nicholas Negroponte et ... more Le projet OLPC (One Laptop Per Child) a débuté en 2005. Il est dirigé par Nicholas Negroponte et a été créé dans les laboratoires du Massachusets Institute of Technology (MIT). Cette organisation a pour objectif de mettre à disposition des enfants cet ordinateur (le XO), conçu à l’origine pour être utilisé par des ingénieurs. Cette organisation a été inspirée par les idées de ce grand visionnaire qu'est Seymour Papert; qui en 1967, a développé le langage LOGO pour faire découvrir la programmation informatique aux enfants.
Puis, d’autres chercheurs et scientifiques, dont Alan Kay, ont inventé l'ordinateur générateur d’idées pour enfants, en développant SQUEAK.
En 2007, les ordinateurs portables XO sont arrivés au Pérou et ont fait l’objet d’une recherche pilote à l’école primaire de Santiago Apostle of Arahuay, dans la région montagneuse de la province de Lima. En 2008, 40 000 XO étaient distribués dans quelques 500 écoles primaires rurales de notre pays. Avec ce projet, le Ministère péruvien de l’Education a fait un immense bond en avant qui lui a permis de moderniser l’éducation, y compris auprès des communautés les plus pauvres; alors que peu d’autres pays d’Amérique latine ont pris cette initiative.
Toujours en 2008, environ 3 000 professeurs d’écoles primaires ont été formés à l’utilisation de base et à la maintenance du XO. Actuellement, le défi est d’inclure ce portable et ses logiciels dans les activités pédagogiques quotidiennes pour pouvoir intégrer cette nouvelle technologie dans les classes d’écoles rurales.
C’est la raison pour laquelle j’ai écrit ce manuel pégogique qui, jel’espère, aidera mes collègues enseignants et leurs élèves à découvriret explorer les différentes Activités du XO. Ces activités sont particulièrement bien adaptées à notre réalité éducationnelle et géographique dans le monde.
El año 2005 nace el proyecto OLPC “Una laptop por niño”, dirigido por Nicolás Negroponte, y origi... more El año 2005 nace el proyecto OLPC “Una laptop por niño”, dirigido por Nicolás Negroponte, y originado en los laboratorios del MIT. Este movimiento tiene la finalidad de poner en las manos de los niños del mundo aquella máquina - la computadora - diseñada en sus inicios para ser utilizada sólo por ingenieros; este movimiento se inspira en las ideas del gran visionario Seymour Papert, quien crea en 1967 el
programa LOGO poniendo a los niños en contacto con la programación de computadoras.
Desde esa fecha mucha agua ha corrido debajo del puente y
posteriormente encontramos a otros investigadores y científicos, entre ellos Alan Kay, quien diseña el ambiente SQUEAK para que la computadora sea un generador de ideas para los niños.
Es así que hasta el año 2007, llegan al Perú las primeras laptop XO y se ponen a prueba en la I.E.P. Apóstol Santiago de Arahuay (en la sierra de Lima), para luego ser distribuidas en el año 2008 a un aproximado de 3000 escuelas primarias de las zonas rurales de todo el Perú. Con ello, el Ministerio de Educación del Perú da un salto para modernizar la educación, incluyendo a los más pobres, hecho meritorio pues son pocos los países en Latinoamérica que ha tenido
esta iniciativa.
Durante el año 2008 se capacitaron a 5000 docentes de nivel
primario en los usos básicos y en el mantenimiento de las laptop XO, ahora se tiene el reto de incluirlo en las actividades pedagógicas diarias, integrando esta nueva tecnología en el aula de la escuela rural.
En ese sentido queremos apoyar la labor docente, brindando una serie propuestas para emplear las diversas actividades que se encuentran en la laptop XO, y para que en el trabajo con los alumnos puedan ser adaptadas de acuerdo a nuestra realidad local.
Papers by Sdenka Zobeida SALAS-PILCO
K-12 STEAM Education in Latin America: A Systematic Review
Navigating the AI-Enhanced STEM education landscape: a decade of insights, trends, and opportunities
Research in science & technological education, Jul 9, 2024
Bridging Learning Analytics to Learning Design through a Pattern Language Based Learning Design Studio
Session 3: Learning Design and new assessment methods at scal
Conference Theme: To see the world and a grain of sand: Learning across levels of space, time, an... more Conference Theme: To see the world and a grain of sand: Learning across levels of space, time, and scale
Analytics‐supported reflective assessment for 6th graders' knowledge building and data science practices: An exploratory study
British Journal of Educational Technology
Emerging technologies for diverse and inclusive education from a sociocultural perspective
British Journal of Educational Technology
Sustainability
Artificial intelligence (AI) and new technologies are having a pervasive impact on modern societi... more Artificial intelligence (AI) and new technologies are having a pervasive impact on modern societies and communities. Given the potential of these new technologies to transform the way things are done, it is important to understand how they can be used to support inclusive education, particularly regarding minority students. This systematic review analyzes the advantages and challenges of using AI and new technologies in different sociocultural contexts, and their impact on minority students. In terms of advantages, this review found that AI and new technologies (a) improved student performance, (b) encouraged student interest in STEM/STEAM, (c) promoted student engagement, and (d) showed other advantages. This review also identifies the main challenges associated with the use of AI and new technologies for inclusive education: (a) technological challenges, (b) pedagogical challenges, (c) dataset limitations, (d) low satisfaction using technology, and (e) cultural differences. This r...
Policies and Implementations to Develop Students’ and Teachers’ ICT Skills: A Comparative Study
SSRN Electronic Journal, 2014
The present paper compares the status of national policies of Information and Communication Techn... more The present paper compares the status of national policies of Information and Communication Technologies (ICT) in education, implemented during the present century by four countries: Chile, China, India and Rwanda. It includes an overview of the key educational statistics. Most importantly, it presents the development of their national policies and achievements regarding students (including adults) and teachers’ ICT skills. It is also highlighted the opportunities and challenges that policy makers were facing due to the rapid change of ICT, which is transforming the education system and has implications for what is taught in schools. Finally, it is offered some recommendations for governments and policy makers.
Education Sciences
In recent years, artificial intelligence (AI) and learning analytics (LA) have been introduced in... more In recent years, artificial intelligence (AI) and learning analytics (LA) have been introduced into the field of education, where their use has great potential to enhance the teaching and learning processes. Researchers have focused on applying these technologies to teacher education, as they see the value of technology for educating. Therefore, a systematic review of the literature on AI and LA in teacher education is necessary to understand their impact in the field. Our methodology follows the PRISMA guidelines, and 30 studies related to teacher education were identified. This review analyzes and discusses the several ways in which AI and LA are being integrated in teacher education based on the studies’ goals, participants, data sources, and the tools used to enhance teaching and learning activities. The findings indicate that (a) there is a focus on studying the behaviors, perceptions, and digital competence of pre- and in-service teachers regarding the use of AI and LA in thei...
International Journal of Educational Technology in Higher Education
Over the last decade, there has been great research interest in the application of artificial int... more Over the last decade, there has been great research interest in the application of artificial intelligence (AI) in various fields, such as medicine, finance, and law. Recently, there has been a research focus on the application of AI in education, where it has great potential. Therefore, a systematic review of the literature on AI in education is therefore necessary. This article considers its usage and applications in Latin American higher education institutions. After identifying the studies dedicated to educational innovations brought about by the application of AI techniques, this review examines AI applications in three educational processes: learning, teaching, and administration. Each study is analyzed for the AI techniques used, such as machine learning, deep learning, and natural language processing, the AI tools and algorithms that are applied, and the main education topic. The results reveal that the main AI applications in education are: predictive modelling, intelligent...
The impact of AI and robotics on physical, social‐emotional and intellectual learning outcomes: An integrated analytical framework
British Journal of Educational Technology, 2020
This qualitative study examines the use of artificial intelligence (AI) and robotics in learning ... more This qualitative study examines the use of artificial intelligence (AI) and robotics in learning designs from the perspective of learning sciences. The literature on the topic indicates that there is not enough research on including diverse learning outcomes in the designs for learning. Therefore, the purpose of this study was to understand how AI and robots impact physical, social-emotional and intellectual learning outcomes through the implementation of learning designs that are guided by selected design principles. In this study, the design-based research (DBR) methodology was employed for investigating learning in naturalistic contexts. The intervention was implemented in a primary school in which learners used educational robots. The main findings reveal that the development of an integrated analytical framework, which considers a broader spectrum of human potential, allows for analyzing students? learning outcomes in a more integral, inclusive and balanced way. This, in turn, promotes students? learning by using AI and robots. Another finding reveals that the impact of using AI and robotics on learning designs is reflected in learners? personal trajectories having different pathways and paces. Finally, the lessons learned and the challenges to be overcome are summarized, and recommendations are made for future research for the enhancement of learning experiences that use AI and robotics.
Comparison of National Artificial Intelligence (AI): Strategic Policies and Priorities
Artificial Intelligence (AI) is transforming the world and having a profound impact on the econom... more Artificial Intelligence (AI) is transforming the world and having a profound impact on the economy, government, and society. Thus, many countries have proposed AI strategic policies in order to lead the development of AI in their societies during the twenty-first century. Although the idea of AI emerged in the 1950s, it entered a crucial stage in the last decade and now has an extensive range of applications with significant societal implications. Therefore, governments around the world need to be aware of the opportunities and challenges associated with AI. This chapter is focused on the emerging field of AI policymaking. It presents the first countries that have launched AI strategies and compares current AI policy developments. The research questions are as follows: What are the similarities and differences between various national AI strategies? What are the priorities of AI strategies? How much do governments spend on AI strategies? After having analyzed six national AI strateg...
British Journal of Educational Technology, 2022
This is the author manuscript accepted for publication and has undergone full peer review but has... more This is the author manuscript accepted for publication and has undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. Please cite this article as
Learning analytics initiatives in Latin America: Implications for educational researchers, practitioners and decision makers
British Journal of Educational Technology
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Books by Sdenka Zobeida SALAS-PILCO
Later, we find other researchers and scientists, among them Alan Kay who developed SQUEAK for him the computer become an idea generator for children.
In 2007, the XO laptop arrived at Peru and was a pilot research at the elementary school Santiago Apostle of Arahuay in the mountain region of Lima province. In 2008, 40,000 XO laptops were distributed among approximately 500 rural elementary schools in Peru. With this project, the Peruvian Ministry of Education made a jump to modernize the education, including the poorest communities, which is a worthy fact, because few countries in Latin America have had this initiative.
In 2008, approximately 3000 elementary school teachers were trained in the basic use and the maintenance of the XO laptop. Now, the challenge is including it in daily pedagogical activities and integrating this new technology in the rural school classroom.
In that sense, I would like to support the teacher’s work by offering several ways to use XO laptop activities when working with our students. These activities are adapted to our educational reality and our location in the world."
Puis, d’autres chercheurs et scientifiques, dont Alan Kay, ont inventé l'ordinateur générateur d’idées pour enfants, en développant SQUEAK.
En 2007, les ordinateurs portables XO sont arrivés au Pérou et ont fait l’objet d’une recherche pilote à l’école primaire de Santiago Apostle of Arahuay, dans la région montagneuse de la province de Lima. En 2008, 40 000 XO étaient distribués dans quelques 500 écoles primaires rurales de notre pays. Avec ce projet, le Ministère péruvien de l’Education a fait un immense bond en avant qui lui a permis de moderniser l’éducation, y compris auprès des communautés les plus pauvres; alors que peu d’autres pays d’Amérique latine ont pris cette initiative.
Toujours en 2008, environ 3 000 professeurs d’écoles primaires ont été formés à l’utilisation de base et à la maintenance du XO. Actuellement, le défi est d’inclure ce portable et ses logiciels dans les activités pédagogiques quotidiennes pour pouvoir intégrer cette nouvelle technologie dans les classes d’écoles rurales.
C’est la raison pour laquelle j’ai écrit ce manuel pégogique qui, jel’espère, aidera mes collègues enseignants et leurs élèves à découvriret explorer les différentes Activités du XO. Ces activités sont particulièrement bien adaptées à notre réalité éducationnelle et géographique dans le monde.
programa LOGO poniendo a los niños en contacto con la programación de computadoras.
Desde esa fecha mucha agua ha corrido debajo del puente y
posteriormente encontramos a otros investigadores y científicos, entre ellos Alan Kay, quien diseña el ambiente SQUEAK para que la computadora sea un generador de ideas para los niños.
Es así que hasta el año 2007, llegan al Perú las primeras laptop XO y se ponen a prueba en la I.E.P. Apóstol Santiago de Arahuay (en la sierra de Lima), para luego ser distribuidas en el año 2008 a un aproximado de 3000 escuelas primarias de las zonas rurales de todo el Perú. Con ello, el Ministerio de Educación del Perú da un salto para modernizar la educación, incluyendo a los más pobres, hecho meritorio pues son pocos los países en Latinoamérica que ha tenido
esta iniciativa.
Durante el año 2008 se capacitaron a 5000 docentes de nivel
primario en los usos básicos y en el mantenimiento de las laptop XO, ahora se tiene el reto de incluirlo en las actividades pedagógicas diarias, integrando esta nueva tecnología en el aula de la escuela rural.
En ese sentido queremos apoyar la labor docente, brindando una serie propuestas para emplear las diversas actividades que se encuentran en la laptop XO, y para que en el trabajo con los alumnos puedan ser adaptadas de acuerdo a nuestra realidad local.
Papers by Sdenka Zobeida SALAS-PILCO