Cultural Factors in the Implementation and Use of an Intelligent Tutoring System in Latin America

Abstract

We report on the adaptation and use of intelligent tutoring technology that supports teaching and learning of mathematics at the middle school level (5th – 8th grade) of public schools in three Latin American countries (Chile, Ecuador and Mexico). In order to introduce technology-supported strategies into teaching practice, we have done extensive training (blended-courses) for teachers together with the development of tools that help in curricula planning, instructional design, assessment, reinforcement for lower ability students, and sharing of best practices. Even though the strategies, technologies and implementation effort were the same for all participating schools, there were successes and failures. In this study, we look into cultural-organizational issues that influence the achievement of the final goal: that is, improved mathematics learning.