Digital technologies in public education: comparative study between Costa Rica and Argentina

Abstract

This article focuses on describing, in general terms, the programs of the National Educational Informatics Program (PRONIE) and the Connect Equality Program (PCI), derived from public policies for the incorporation of technologies in the educational systems of Costa Rica and Argentina, respectively. To do this, it begins by developing the regional political context of Latin America, and then delves into public policies related to the fields of science and technology in both countries. Aspects related to its emergence, development and operating characteristics are discussed, as well as its current state. All this is analyzed through a contrastive study that with similar parameters for both programs, shows the existing similarities and differences, these parameters are: Implementation, audience and objectives; financing, management and work team, and teacher education and training. All the parameters previously mentioned are analyzed from the perspective of Latin American regional public policies and the actions of no less important of certain international organizations. In particular, an attempt is made to understand the reason that led PRONIE to subsist despite the changes in government that have taken place in Costa Rica in recent decades, while the PCI was replaced by changing Argentina's political formula, while at the same time laying the foundations for the development of new studies of continuity of said programs.