Implementation and relevance of the Educational Computing Teacher Guides after the closing of the PRONIE-MEP-FOD agreement in Costa Rica

Abstract

This article presents the results of a study conducted by the Kipus-Costa Rica Network of the Educational Research Institute (INIE) of the University of Costa Rica (UCR). The objective of the research was to analyze the implementation and relevance of the Educational Informatics Teacher Guides of the National Technological Training Program (PNFT) of the Ministry of Public Education (MEP) of Costa Rica. These guidelines were applied in the second half of 2023, following the cancellation of the agreement with the Omar Dengo Foundation (FOD) and the closure of the National Educational Informatics Program (PRONIE). The research is exploratory in nature, as it addresses a topic that has not been investigated in the Costa Rican education system to date. To this end, an online questionnaire with closed and open questions was administered to 374 Educational Informatics (IE) teachers in preschool, primary, and secondary education. Frequency and content analyses of the questionnaire, as well as reports from state institutions and theories related to the topic, were conducted. The study finds that the IE proposal was implemented without training all teaching staff, as less than 50% of teachers received it; of these, 80% rated it as deficient. Regarding the development of skills and competencies in students based on the Guide, more than 60% of teaching staff report that these are not being achieved. The study concludes that the Guides are insufficient to promote the development of technological skills in students. Furthermore, a reengineering of the administrative and academic management of IE in Costa Rica is urgently needed to improve technological training in the National Education System.