Research has shown that institutional conditions are essential to enhance educational innovation with ICT. However, articulating pertinent strategies for this requires examining technological leadership, as well as management and appropriation aspects. Therefore, this research aims to evaluate the Institutional Conditions to promote Educational Innovation with ICT (CIIETIC) from the perspective of teachers. A mixed methodological approach was deployed, applying a heterogeneous comparative case study. The data (processed with SPSS and Atlas.Ti) were collected through an online survey of 154 teachers from 4 Latin American universities. It was found that the CIIETIC among the participating universities are similar, with specifi c differences. Three critical success factors were revealed: Participation in professional ICT learning communities; training and permanent updating in ICT; implementation and equipping of laboratories with Internet access in universities. Thus, implementing an educational innovation with ICT in Latin American universities requires institutional conditions that privilege these critical success factors, from the management of formative potential of the actors of the educational process and the recognition of potentialities of studies on Higher Education in the region, allowing contextualize the updating, access, learning, innovation and use of ICT.
|Título traducido de la contribución||Educational innovation with ict in latin american universities: Multi-country study|
|Número de páginas||17|
|Publicación||REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educacion|
|Estado||Publicada - 2021|
- Educational innovation
- Formative potential
- Latin America