Saracostti Mahia, de Toro Ximena, Rossi Andrea, Lara Laura, Sotomayor María Belen
Cátedra UNESCO Bienestar de la Niñez y Juventud, Educación y Sociedad, Escuela de Trabajo Social, Universidad de Valparaíso, Valparaíso, Chile.
Núcleo Científico Tecnológico en Ciencias Sociales y Humanidades, Universidad de la Frontera, Temuco, Chile.
Front Psychol. 2022 Sep 20;13:980902. doi: 10.3389/fpsyg.2022.980902. eCollection 2022.
This paper presents the implementation and usability of a technology-based web system and the available evidence on educational engagement's predictive capacity to influence students' educational trajectories in Chilean schools. The web-based system was developed through collaborative work between universities, the information technology team, school communities, and stakeholders (government institutions). It is an online system composed of six steps whose axis is centered on a decision-making space between teachers-students-parents (School Engagement Board) tasked with applying online and scientifically validated school engagement and contextual factors measurement instruments, checking specific report results for each actor involved in the system (teacher, School Engagement Board coordinator, school) as well as reviewing promotion strategies relevant to the school context and managing the implementation of strategies supported by the management datasheets that the model offers to schools. The objective of this paper is to present the usability of the system through a case study of the implementation in Chilean public schools. In order to discuss about what elements should be incorporated to adjust and improve the usability of the system and to guarantee its effective implementation, the paper describes those aspects that have favored and/or hindered the use of this educational technological platform in the Chilean case. The results show that there have been more difficulties related to management aspects than IT aspects, which indicates that these conditions are critical for implementation, even when system for evaluation, monitoring and strategies for the promotion of student engagement and contextual factors (SIESE) is designed for stand-alone use. Although there are aspects to be improved, such as extending its use to other browsers, improving the intervention guidelines and other systems functionalities, this web-based system has been considered by the educational communities as a simple, useful, and intuitive platform. The paper concludes on the importance of having this type of platform in Chile and other Latin American countries, for its contribution to school management -being helpful for day-to-day educational practice- due to the different technical facilitators.
本文介绍了一个基于技术的网络系统的实施情况和可用性，以及关于教育参与度在智利学校中影响学生教育轨迹的预测能力的现有证据。该网络系统是通过大学、信息技术团队、学校社区和利益相关者（政府机构）之间的合作开发的。它是一个由六个步骤组成的在线系统，其核心是围绕教师 - 学生 - 家长之间的决策空间（学校参与委员会），该委员会负责应用经科学验证的在线学校参与度和背景因素测量工具，检查系统中每个参与者（教师、学校参与委员会协调员、学校）的具体报告结果，以及审查与学校背景相关的推广策略，并管理该模型提供给学校的管理数据表所支持的策略的实施。本文的目的是通过智利公立学校实施的案例研究来介绍该系统的可用性。为了讨论应纳入哪些要素来调整和提高系统的可用性并确保其有效实施，本文描述了在智利案例中有利于和/或阻碍使用这个教育技术平台的那些方面。结果表明，与管理方面相关的困难比信息技术方面更多，这表明即使学生参与度和背景因素评估、监测及推广策略系统（SIESE）是为独立使用而设计的，这些条件对于实施来说也是至关重要的。尽管有一些方面需要改进，例如将其使用扩展到其他浏览器、改进干预指南和其他系统功能，但这个基于网络的系统已被教育界视为一个简单、有用且直观的平台。本文总结了在智利和其他拉丁美洲国家拥有这种类型平台的重要性，因为由于不同的技术便利因素，它对学校管理有贡献——有助于日常教育实践。
