Technology In Primary Public Schools In Mexico Case Study

The premise of this thesis is that the move to the use of technology in primary public schools in Mexico would improve access to information, would result in higher academic levels, and would produce quality basic education. Many people believe this transition should be inevitable but it has not been possible under the current conditions in Mexico. However, adopting new technology to improve schools is a global perspective and it has proven successful in many Countries. So far, these strategies have not yet been realized in Mexico, and today most public schools lack computers. Furthermore, Mexico’s schools face other, more fundamental problems.
A significant number of elementary schools in Mexico do not have all basic services: electricity, water, sewage, heating and cooling systems. In addition, it is estimated that close to forty-seven percent of schools are not considered safe because of the type of materials used in building their walls, roofs, floors and perimeter fences. This information is based on a survey carried out by the National Institute for Educational Evaluation (INEE) in a representative sample of public schools during the 2014 and 2015 school years (Poy Solano, 2016). As shown in Figure 2.1, the perimeter fence of school Fernando
The goal of Fernando Ahuatzin Reyes School is to prepare students for the 21st century through the implementation of CT and professional training for teachers. Limited access to technology at Fernando Ahuatzin Reyes School confines the effectiveness of curriculum for all students, from first to sixth grade. The goal is to enable students to increase their knowledge and understanding through a CT initiative that incorporates a computer-based learning approach to curriculum delivery and participation. Students will be able to use the Internet and CT to increase their confidence, independence, and productivity as