A comparative review of learning equity for STEM through technology in Latin America

Santiago Ospina Tabares, M.Ed.

Nathan M. Castillo, Ph.D.

University of Illinois at Urbana-Champaign

The effective integration of technology for strengthening learning equity in STEM education remains an open debate

• Strong regional interest for integration of technology into schools has driven national policy initiatives. (Salas-Pilco & Law, 2018)

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• Over the last decade, ICT initiatives in LATAM have prioritized infrastructure and connectivity (Barragan Giraldo & Amador Baquiro, 2020) while slowly moving towards pedagogical innovation (SITEAL, 2024).

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• Equity gaps in STEM education are still prominent regionally:
• In LATAM, only 40% of graduates in STEM are women (United Nations, 2024)
• Disparities influenced by gender stereotypes, and other sociocultural factors (UNESCO, 2019).

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This LATAM landscape review includes:

• 12 Latin American countries

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• Over 50 policy documents, published in 2020 or later

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• Note: Not an evaluation of policy implementation

A framework to map STEM education and learning equity on ICT policies

I. ICT infrastructure readiness

II. STEM education

III. Learning

equity

I. ICT Infrastructure readiness prioritizes connectivity and devices

II. STEM Education labeling varies across countries

II. STEM education in LATAM emphasizes digital competencies

III. Learning equity framing within ICT policies less common, special needs

III. Targeted programs for learning equity in STEM education rare

Chile: Inclusive Access Technologies for Education Program

• Resources and training for schools in how to integrate technology to support students with disabilities.

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• Hospital rooms: Students with medical conditions, such as cancer, attend these schools, or if they are hospitalized, teachers visit them in their room and give lectures.

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• Interactivity: Teachers use technology to practice math exercises.

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• Communication: ICT resources also help teacher and students communicate with each other

https://www.innovacion.mineduc.cl/iniciativas/

Chile: Teaching robotics from a gender perspective

• MOE and Gender Unite from the National Government collaborated on a guide for the implementer agency of the robotics program, both in the teaching material and in the teacher training process.

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• Teachers guide (pictured):

• Discusses barriers that girls face in STEM areas

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• Provides clear indications to create gender inclusive learning materials

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• Includes questionnaires, activities, self assessments to identify gender bias to be included in teachers’ trainings

(Screenshot from the guide)

Discussion

• The trend indicates that learning equity is not yet a universal design component in ICT national policies.

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• Strong tendency to provide access to technology but there is less emphasis on how those technologies contribute to STEM learning.

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• It is crucial to reflect on how ICT policies should better integrate technology provision, STEM education, and learning equity as a way to reduce access and learning gaps among diverse communities.

Cited References

Barragán Giraldo, D. F., & Amador Báquiro, J. C. (2020). Appropriation of ICT in the educational field: Approach to public policy in Colombia years 2000-2019. Digital Education Review, 37, 109–129. https://doi.org/10.1344/der.2020.37.109-129

Salas-Pilco, S. Z., & Law, N. W. Y. (2018). ICT Curriculum Planning and Development: Policy and Implementation Lessons from Small Developing States. In I. A. Lubin (Ed.), ICT-Supported Innovations in Small Countries and Developing Regions: Perspectives and Recommendations for International Education (pp. 77–98). Springer International Publishing. https://doi.org/10.1007/978-3-319-67657-9_4

SITEAL. (2024). Panoramas regionales. Educacion y tecnologias digitales. https://siteal.iiep.unesco.org/eje/educacion_y_tic

UNESCO. (2019). Descifrar el código: la educación de las niñas y las mujeres en ciencias, tecnologia, ingeniería y matemáticas (STEM). https://unesdoc.unesco.org/ark:/48223/pf0000366649

United Nations Development Program. (2024). Coded Bias: The underrepresentation of women in STEM in Latin America and the Caribbean. https://www.undp.org/latin-america/blog/coded-bias-underrepresentation-women-stem-latin-america-and-caribbean

Documents reviewed