Abstract

The chapter refers to policies towards ICT in primary and secondary education from the perspective of the Latin American and The Caribbean region. These policies show different levels of progress, maturity and consolidation which reflect the heterogeneity and social inequity that persist in the region. Analysis of these characteristics and differences are made by considering pedagogical models, teacher training issues, student access to technology for inside and out of school use and evaluation on the impact of technology within this context. A more detailed analysis is offered to some recent initiatives, such as the one-to-one model and the development of digital content for open educational practices. From the analysis of the global, regional and local ICT development policy for education, the short, medium and long term future challenges in training trends and technological innovations are pointed out. The main challenges still are related to decisions regarding technological infrastructure, conditions for pedagogical change, development of capacities in teachers and students, policies evaluation and research development.