摘要：The strategy of incorporating information and communication technologies (ICTs) to initial teacher training via educational reforms that seek to “broaden coverage and quality improvement” is a common denominator in the countries of the Andean Region: Bolivia, Colombia, Ecuador, Peru, and Venezuela. Under this tendency, higher education institutions, as well as institutes of pedagogic formation, respond to political, economic, and social exigencies by developing and implementing proposals of formation, outreach and in some cases research, as ways of understanding technology and education in a society that requires a given kind of education. In this context, this article presents an analysis of 23 experiences in four of the five countries mentioned which participated in the program “Teacher education and ICTs, an approximation to mapping the Andean Region”, as a part of the project “New teachers, new technologies” by the Unesco. Some of the characteristics and findings of the study are described, thus suggesting the need of deepening in the education/technology relation, bearing in mind the diverse and heterogeneous net of realities in which it happens. How to reference this article: Rozo Sandoval, Ana Claudia y Maximiliano Prada Dussán, “Panorama de la formación inicial docente y TIC en la Región Andina”, Revista Educación y Pedagogía , Medellín, Universidad de Antioquia, Facultad de Educación, vol. 24, núm. 62, enero-abril, 2012, pp. 191-204. Received: August 2011 Accepted : September 2011
关键词：initial teacher training; information and communication technologies (ICTs) in education; education policy; teachers’ education in the Andean Region; competences;formación inicial docente; tecnologías de la información y la comunicación (TIC) en educación; política educativa; formación de maestros en la Región Andina; competencias;formation initial des enseignants; technologies de l´information et la communication (TIC) en éducation; politique éducative; formation des maîtres en la Région andine; compétences.
