[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-601182-en":59,"doc-seo-601182-105":82},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":72,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":73,"language":74,"language_code":75,"site_id":76,"html_lang":75,"table_of_contents":77,"faqs":78,"seo_title":79,"seo_description":66,"update_tm":80,"read_time":81},601182,962090893776,"LangkahRina","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The end of ICT education policy Enlaces in Chile - A review of 25 years","This article analyzes why Chile’s Ministry of Education ended the ICT in education policy Enlaces after 25 years. The central claim is that the implementing agency, initially created to sustain the policy over time, gradually lost the institutional capacity to lead relevant responses to evolving educational challenges shaped by Chile’s accelerating digitalization. The study first reviews Enlaces’ key characteristics, history, and results up to 2018, then evaluates institutional development in light of global ICT policy challenges.","end of education policy Chile  \nThe end ofEnlaces: 25 years of an ICT education policy in Chile  \nMagdalena Claro  \nmclarot@[uc.cl](uc.cl)  \nFaculty of Education, Pontificia Universidad Católica de Chile  \nIgnacio Jara  \n[ignacio.jara@udp.cl](ignacio.jara@udp.cl)  \nFaculty of Education, Universidad Diego Portales  \nAbstract  \nThis article analyzes the reasons behind the end of the ICT in education policy (Enlaces) driven by the Chilean Ministry of Education for 25 years . The argument is that the institution that sought to give sustainability to this policy over time, ended up losing its ability to lead relevant responses to the educational challenges posed by the growing digitalization of the Chilean society. To develop this argument, first we describe the main characteristics, history and results of Enlaces until 2018, and second, we analyze the institutional development of Enlacesin light of the challenges posed to ICT in education policies in the world.  \nKeywords  \nICT education policy ; Chile; digital literacy; digital society; educational institutional framework  \nClaro & Jara 96  \nDigital Education Review-Number 37, June 2020-[http://greav.ub.edu/der/](http://greav.ub.edu/der/)  \nI. Introduction  \nThis paper seeks to analyze the weaknesses and tensions underlying the end of Enlaces, the ICT in education policy (K-12) carried by the Chilean Ministry of Education for 25 years . The main argument is that this policy came to an end mainly because the Agency in charge of its implementation was unable to balance its own institutional framework with the dynamism and leadership required to respond to digital changes in society. This institutional impasse meant that although for over a decade the policy succeeded in giving timely access to and building basic capacities in the education system, it failed to adequately respond to the more profound challenges and transformations brought about by the growth and widespread use of these technologies in Chilean society. In other words, despite Enlaces’ domestic and international legitimacy, in the process of its own institutionalization it failed to create, and engage the Ministry of Education in a comprehensive vision of the formative challenges faced by the school system on account of the digitalization of society, and lead the required changes in education policy.  \nThe above situation occurred in a wider context where ICT in education policies have been rolled out from two different rationales: on the one hand a technocratic rationale in which digital technologies are adopted as a tool or “technical solution” (Selwyn, 2010) to render more effective the implementation of the prevailing education agenda and, on the other, a rationale that we will call “sociocultural”, which regards digital technologies as having a role in transforming the wider society and therefore calls for reviewing and making changes in the prevailing education policy, especially in terms of its curriculum and capacity-building among education actors (Erstad & Voogt, 2018; Williamson, 2013) . Our thesis is that this tension is inherent to ICT in education policies, which are called to respond to the social challenges posed by the growing digitalization of society vis-á-vis education systems that lean toward bureaucratization and are resistant to change (Williamson, 2013) . The ICT education policy in Chile is a case which failed to adequately manage this tension in the long term and which, during the institutionalization of the responsible agency, gradually lost its capacity for self-renewal, and eventually leadership and relevance for the country’s education system .  \nThis article first describes the main characteristics of Enlaces, its history, institutional framework and results until 2018. It then makes a critical analysis of the institutional framework developed in Chile based on the role that a digital education policy should play in addressing the social changes of the 21st century.  \nII. The ICT educati","cbCaiaoHIUCtpwqy","https://ap.wps.com/l/cbCaiaoHIUCtpwqy","pdf",104116,3,13,"English","en",105,"# I. Introduction\n# II. The ICT education policy in Chile and its institutionalization process\n## a. Creation and institutional history of Enlaces","[{\"question\":\"Why did the Enlaces ICT education policy end in Chile after 25 years?\",\"answer\":\"The article argues it ended mainly because the implementing agency could not balance its institutional framework with the dynamism and leadership needed to address digital changes in society.\"},{\"question\":\"How did the article evaluate Enlaces before analyzing its end?\",\"answer\":\"It first describes Enlaces’ main characteristics, history, and results up to 2018, then analyzes the institutional development against challenges for ICT in education policies worldwide.\"},{\"question\":\"What role did institutional tensions play in the policy’s long-term effectiveness?\",\"answer\":\"The article states that ICT education policy tensions—between technocratic adoption of technology and sociocultural goals—were not adequately managed, leading to reduced capacity for self-renewal and relevance over time.\"}]","The end of ICT education policy Enlaces in Chile - A review of 25 years | PDF",1792092135,33,{"code":4,"msg":83,"data":84},"ok",{"site_id":76,"language":75,"slug":85,"title":65,"keywords":86,"description":66,"schema_data":87,"social_meta":140,"head_meta":142,"extra_data":144,"updated_unix":145},"the-end-of-ict-education-policy-enlaces-in-chile-a-review-of-25-years","",{"@graph":88,"@context":139},[89,102,122],{"@type":90,"itemListElement":91},"BreadcrumbList",[92,96,98,100],{"item":93,"name":94,"@type":95,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":97,"name":9,"@type":95,"position":14},"https://docshare.wps.com/document/",{"item":99,"name":40,"@type":95,"position":72},"https://docshare.wps.com/document/research-report/",{"item":101,"name":65,"@type":95,"position":19},"https://docshare.wps.com/document/the-end-of-ict-education-policy-enlaces-in-chile-a-review-of-25-years/601182/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":75,"description":66,"dateModified":115,"datePublished":116,"encodingFormat":114,"isAccessibleForFree":117,"interactionStatistic":118},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/the-end-of-ict-education-policy-enlaces-in-chile-a-review-of-25-years/601182.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":93,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":119,"interactionType":120,"userInteractionCount":72},"InteractionCounter",{"@type":121},"ViewAction",{"@type":123,"mainEntity":124},"FAQPage",[125,131,135],{"name":126,"@type":127,"acceptedAnswer":128},"Why did the Enlaces ICT education policy end in Chile after 25 years?","Question",{"text":129,"@type":130},"The article argues it ended mainly because the implementing agency could not balance its institutional framework with the dynamism and leadership needed to address digital changes in society.","Answer",{"name":132,"@type":127,"acceptedAnswer":133},"How did the article evaluate Enlaces before analyzing its end?",{"text":134,"@type":130},"It first describes Enlaces’ main characteristics, history, and results up to 2018, then analyzes the institutional development against challenges for ICT in education policies worldwide.",{"name":136,"@type":127,"acceptedAnswer":137},"What role did institutional tensions play in the policy’s long-term effectiveness?",{"text":138,"@type":130},"The article states that ICT education policy tensions—between technocratic adoption of technology and sociocultural goals—were not adequately managed, leading to reduced capacity for self-renewal and relevance over time.","https://schema.org",{"og:url":101,"og:type":141,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":143,"canonical":101},"index,follow",{"doc_id":61,"site_id":76},1792479438]