La aplicación que traduce de lenguaje de señas a texto

La aplicación que traduce de lenguaje de señas a texto

Busca mejorar la comunicación de los sordos con personas que no comprenden el lenguaje de señas. Pero también servirá para quienes tienen limitaciones en el habla y en la movilidad. BBC Mundo. 13-03-2012.

Las personas con problemas auditivos que utilizan habitualmente lenguaje de señas dispondrán de una nueva herramienta que les facilitará darse a entender con otras personas que no dominan ese mecanismo de comunicación.

¿Cómo lo harán? Muy simple. Con su smartphone o con su laptop. El traductor de lenguaje de señas portátil (PSLT, por sus siglas en inglés) utiliza la cámara del dispositivo para captar los movimientos que hace el emisor.

La aplicación los traducirá a texto que podrá ser leído por cualquiera. De esta forma se dará la comunicación con las personas que no comprenden las señas.

Detrás de este avance tecnológico están científicos informáticos de Technabling, una compañía surgida de de las entrañas de la Universidad de Aberdeen, Escocia.

Se espera que esto transforme la forma en que se comunican aquellos que utilizan el lenguaje de signos, desde los que están completamente impedidos de audición desde su nacimiento a quienes fueron perdiendo esa capacidad con el paso del tiempo.

ROMPER BARRERAS

El hecho de que esta aplicación rompa las barreras con el mundo exterior, es decir con aquellos que no entienden las señas, abre un abanico de posibilidades a la hora de mejorar las oportunidades de conseguir empleo para los sordos.

“El objetivo de la tecnología es darles a los usuarios de lenguaje de señas la posibilidad de superar los desafíos comunicacionales que experimenten a través de esta tecnología portátil”, explica Ernesto Compatangelo, profesor de ciencia de la computación de la Universidad de Aberdeen y fundador de Technabling.

“Sus señas son inmediatamente traducidas a texto, el cual puede ser leído por la persona con la que estén conversando”, explica.

“La intención es que la aplicación sea accesible y pueda ser usada en diferentes dispositivos”, señala.

“Una de los aspectos más innovadores y emocionantes de la tecnología es que permite a los usuarios de lenguaje de señas desarrollar sus propias señales para conceptos y términos que necesiten tener en su vocabulario”, añade.

Los usuarios de lenguaje de señas han ayudado desarrollar y probar este producto desde el inicio del proyecto.

Pero esta aplicación innovadora también brindará ayuda personas con diferentes discapacidades, más allá de las auditivas.

FLEXIBILIDAD Y ADAPTABILIDAD

El software no sólo ayudará a los sordos. También permitirá a aquellos con dificultades para expresarse oralmente a crear y utilizar gestos y señales para transmitir conceptos, palabras y símbolos necesarios para discutir material de estudio con instructores, según señala Technabling en su página web.

Quienes tengan una movilidad reducida o dificultades para expresarse debido a una enfermedad o accidente y que por ello no puedan hacer funcionar diferentes aparatos domésticos también los podrán hacer con su celular. Con un simple pero efectivo gesto con las manos, ajustado a sus posibilidades físicas, podrán poner en funcionamiento diferentes dispositivos hogareños.

Desde Technabling resaltan que el traductor es único en su tipo por sus tres características principales: la portabilidad, la flexibilidad y la adaptabilidad.

La portabilidad lo hace utilizable en smartphones que utilizan Android, computadoras tablet, así como en cualquier PC que utilice Linux o Windows.

Su flexibilidad, señalan los desarrolladores, tiene que ver con que se puede adaptar a diferentes lenguajes de señas. El PSLT también soporta variaciones regionales.

Su adaptabilidad radica en la posibilidad de crear señas propias y específicas para diferentes ámbitos (educación, formación, trabajo, hogar, etc.).

Se espera que el producto esté disponible para utilizar en smartphones y laptops para 2013.

3 Social Learning Trends to Watch in 2012

By Sharlyn Lauby, January, 2012. Open Forum.

 Investments in training appear to be on the rise. Many experts expect that training will be a major focus for organizations in the upcoming year. It makes sense. As our economy continues to move in a positive direction, consumers will demand better service.

This translates to a need for customer-service training, as well as management and leadership training. These are all poised for increases in 2012.

The amount spent on training jumped about 13 percent from 2010, according to the 2011 Training Industry Report. The expenditures included increases in overall training budgets and payroll, and spending on outside products and services.

Along with the increased attention on training, a conversation about value and retention is happening. Ways to engage participants and enhance the value of training are part of that discussion, as new tools and methods emerge.

Here are three areas that combine social development with learning. Consider integrating them in your business during this year.

1. Social learning

Tony Bingham, president and CEO of the American Society for Training and Development (ASTD), is helping, is helping define social learning.

“Social learning is learning with and from others, often—but not always—with social media tools," Bingham says. "Social learning is a powerful approach to sharing and discovering a whole array of options. [It leads] to more informed decision-making and a more intimate, expansive and dynamic understanding of the culture and context in which we work.”

There are many benefits to incorporating social learning into an organization.

“Incorporating social learning creates networks of knowledgeable people to work across time and space to make informed decisions and solve complex problems," Bingham says. "Learning happens more quickly and broadly. Innovation happens faster. And tacit knowledge can be retained and reused.”

Companies are paying attention to the benefits. ASTD’s research report, "Transforming Learning with Web 2.0 Technologies," indicates that 87 percent of respondents predict that their companies are more likely to use Web 2.0 technologies in the next three years than they currently do. Bingham offers several examples of how companies are applying social learning in his book, The New Social Learning.

2. Social networking techniques

Defining social learning is still a work in progress. Many trainers use social networking platforms to create activities and exercises for their programs. Jane Bozarth, e-learning coordinator for the State of North Carolina and author of Social Media for Trainers, explains how using social networks can enhance training.

“Social media tools help to amplify the social and informal learning already going on in organizations all the time, every day, and make the learning available on a much larger scale," says Bozarth. "They provide ways to connect talent pools and expertise in an organization or within a practice area, and can offer just-in-time solutions to problems and performance issues.”

The reaction from participants is very positive.

“Participants are happy to engage with one another using social media tools for training purposes," says Bozarth. "They find it convenient, useful for learning at the moment of need, and [it helps them] develop a greater sense of control over their learning.”

Trainers shouldn’t fear adding a social component to their programs. Bozarth says it’s pretty easy to do.

“Social media tools are just tools. [They] can be effectively employed to support the gamut of training activities, from introductions to role plays to discussions of video clips, and anything in between,” she says.

Bozarth hopes "learning and development practitioners [will move] toward partnering with learners and away from feeling their role is to direct them.”

3. Gamification

A frequent training request is make subjects fun. What better way to learn a new topic than by playing a game?

“Studies indicate that games, when designed properly, motivate learners, improve learner retention and encourage students who aren’t typically ‘academic’ to partake in the learning process," says Karl M. Kapp, professor of instructional technology at Bloomsburg University and author of The Gamification of Training: Game-based Methods and Strategies for Learning and Instruction. "There is no reason learning has to always be hard or difficult.”

It’s important to note that not all games are created equal when it comes to learning.

“Some people see gamification simply as the process of adding points, badges or rewards to the learning process and instantly creating engagement, interactivity and motivation for learning, says Kapp. "This view is wrong.”

Look at the real reasons why games are popular, says Kapp, and apply those elements to the process. “When done correctly, gamification provides an experience that is inherently engaging and, most importantly, promotes learning. The elements of games that make for effective gamification are … storytelling (which provides a context), challenge, immediate feedback, sense of curiosity, problem-solving, a sense of accomplishment, autonomy and mastery.”

Adding social networks and games to training programs has the potential to shake up the learning experience. It can create constant learning opportunities, real-time knowledge-sharing and improved participant engagement.

Cyber Culture and Psychology

Cyber Culture and Psychology

By Erika Torres. Nov.20, 2011.

With the advent of new technology come new oppotunities and responsibilities. As a researcher, educator and therapist, I have become fascinated by the role that technology plays in our lives. From social media networks such as facebook and twitter, to skype and google chat. The way we communicate with others (or fail to communicate) is greatly shaped by the cyber culture we currently live in. As a therapist and future psychologist who strives to be culturally humble and aware, I am intrigued by the ways in which we can use cultural trends to enhance our daily lives and for treatment with our clients.

Personally, I am intrigued by the use of technology in our daily lives. For example, how many of us text or post messages on facebook for our loved ones even when they may be in the other room? To some this may seem unusual or even unhealthy. The answer is much more complex than a simple good or bad. Technology can certainly be used to enhance communication with our significant others on a daily basis. For example, we can send a text during lunch time wishing our loved ones a good day. And, as an older sister of a young woman, texting is the best way for me to communicate with her.

At the same time, if we take this to the extreme and we only communicate with others using technology, this may become problematic. Often the lines of communication can be stunted by technology because we may be spending too much time in front of the computer or on the phone. We may have little to say to others in person or maybe distracted by a text conversation while having dinner with someone else. Where the line is drawn depends on our interpersonal skills and ability to bring balance to our lives. All in moderation!

One great example of this potential problem are the new generation of teenagers whose main mode of communication is through texting or posting messages on social media forums. On the one hand, their brains may become flexible in new ways that we have not yet been able to study. On the other, a more concerning perspective, teenagers may not be exposed to direct face-to-face communication. While, this may not be detrimental, and in fact, may have an evolutionary value within their cohort, as adults, they may lack the social skills needed to build meaningful relationships. This may have serious ramifications when applying to college, interviewing for a job and potentially finding a mate.

Thus, as therapists, when working with clients, especiallly, but not limited to the new generation, it is important that we assess their level of interpersonal skills and screen for potential problematic technology use. This will allow us to gain a better understanding of our clients’ experiences and we may be better able to serve them. This basic assessment should become an essential part of our treatment modality.

Furthermore, technology-informed therapy can be an effective way to connect with our clients. What do I mean by technology-informed therapy? Like any other form of culturally-attuned treatment, technology-informed therapy attempts to understand individuals’ relationship to technology; both the positive and harmful aspects of it.

Furthermore, technology can be used in session as a tool to create rapport and understanding for the other’s experience. By this I don’t necessarily mean we should friend your clients on facebook, text or skype with them (though some therapists are using technology to provide psychotherapy). What I am mainly referring to is using technology in session both literally and symbolically as a way to connect with our clients. For example, when I worked with teenagers, a number of my clients wanted to share youtube videos, online gaming sites, links to an interesting articles, etc. These experiences allowed us to connect in a different way and begin the conversation about interpersonal skill building. Shying away from meeting clients where they are (technologically speaking or otherwise) will inevitably lead to a poor relationship and therapeutic outcome.

I am not suggesting we make radical changes in the way we perceive the world, but, it is important to catch up with the times and become interested in the way that current cyber culture shapes our world view and those of the people we serve.

Thomas Suarez - iPhone Application Developer... and 6th Grader

Thomas Suarez is a 6th grade student at a middle school in the South Bay. Tom been fascinated by computers and technology since before kindergarten. Recently, he's been focused on the development of applications for the iPhone, and has established his own company, CarrotCorp. His most successful ap is one he terms "an anti-Justin-Bieber game" called "Bustin Jieber". "It's is a variation on the Whac-a-Mole theme," he explains.

In the spirit of ideas worth spreading, TED has created a program called TEDx. TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. Our event is called TEDxManhattanBeach, where x = independently organized TED event. At our TEDxManhattanBeach event, TEDTalks video and live speakers will combine to spark deep discussion and connection in a small group. The TED Conference provides general guidance for the TEDx program, but individual TEDx events, including ours, are self-organized.

Multiplatform E-Learning Systems and Technologies.

Mobile Devices for Ubiquitous ICT-Based Education

Multiplatform e-learning systems are emerging technologies that provide integrated learning content to various accessing devices.

Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Educationaddresses technical challenges, design frameworks, and development experiences of the future that integrate multiple mobile devices into a single multiplatform e-learning system. With expert international contributions, this collection benefits researchers, academicians, and practitioners interested in this growing field.

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Social Media Users In Love: Romance Update [INFOGRAPHIC]

 by Charlie White. Mashable.

How do you meet people you’d like to get to know better? How do you treat each other once you’re together? Social media turns out to be a great accelerator for exposing you to potential mates, but does that change the basic way people interact with each other?

The infographic and research experts at Lab42 set out to take the pulse of today’s relationship hunters as well as established lovers, conducting a survey between Oct. 27 and Oct. 30 where they asked 500 social network users over age 18 some rather personal questions about meeting people, cheating, communication and more.

Is your romantic life similar to that of most other social networkers, or do you play the game your own way? Find out by checking out the fresh results of this infographic:

Click to see full size.

Why u Should b CyberWise!

By Diana Graber - mediapsy.net

We are living in exciting times, with access to powerful tools and technologies that enable us to connect, communicate and collaborate with one another like never before. Just take a look at this infographic (“The Biggest Shift Since the Industrial Revolution”  created by en.gauge.media) to see what’s changed in just the last five years.

While for many this shift offers exhilarating opportunities, for most the mere thought of keeping up with all these changes is simply overwhelming. And the most overwhelmed ones? Largely parents and educators who are supposed to be guiding the next generation towards this brave new world. This is a difficult task made additionally challenging when you’re still trying to figure out the difference between Twitter and Flickr. According the Kaiser Family Foundation (Rideout, et. al., 2010), the average 8- to 18 year old is spending 7 hours and 38 minutes using media each day, which is more time than they spend in school or with their parents (Common Sense Media, 2011). If we can’t talk to this generation about what it is they spend most of their time doing, then what we have is a pretty serious failure to communicate.

No GrownUp Should Be Left Behind!
So in attempt to bridge this generational digital divide, we just launched  www.cyberwise.org , a new website that helps parents and educators understand and use new media tools to invigorate education. Our mission is to provide up-to-date and, hopefully, useful and basic information about digital media. In addition to videos, like the CyberWise Guide to New Media, links, and articles on our site, you can sign up for The CyberWise Weekly in order to get this information sent directly to your email. And if that’s not enough, we also offer The CyberWise Daily which can be sent to your email each day via Twitter.


No Educator Left Behind Either!
In addition to providing credible information on how to integrate media literacy into education safely and wisely, CyberWise is also dedicated to helping educators learn about the actual digital tools, so the heart of our website is what we call our “CyberWise Guides”.


Our CyberTools4Schools page is one-stop-shop that provides Guides not just on how to use digital tools positively and productively, but why.  Each Guide includes an introductory Video like the one here and a downloadable PDF (sample page) chock full of insight, research, lesson plans, examples and links to making the most of the various tools (most of them are free!!) available in the marketplace today.

 Sorry, No Plastic at our Parties
And, finally,  we are also doing presentations both in person and virtually, like our “Tech-Aware” Parties. These are the modern-day equivalent of a Tupperware Party… only instead of going home with new plastic containers, you’ll go home armed with current technological know-how.

Why CyberWise?
CyberWise is a labor of love, dreamt up with another Media Psychology & Social Change M.A. graduate, Cynthia Lieberman, who shares a passion for all the positive possibilities offered by new media and an ardent desire to help prepare young people use these interactive tools confidently and wisely.  We’ve learned that in order to do this effectively, we have to start with the grownups!

The best part about CyberWise is that the same tools and technologies we address on our site are what have enabled us to turn our dream into a reality. So please share this blog, this link , or our Facebook page with a grownup you may know who is struggling to keep up with new media. We look forward to helping them Be CyberWise!

References
Common Sense Media (n.d.). Common sense media education programs. Retrieved from http://www.commonsensemedia.org/educators
Rideout, V.J., Foehr, U.G., & Roberts, D.F. (2010). Generation M2: Media in the lives of 8- to 18- year olds. A Kaiser Family Foundation Study. Retrieved October 18, 2010 from http://www.kff.org/entmedia/8010.cfm

Aprendizaje Virtual y Desarrollo Sostenible: el rol de las universidades - 2006 - ELAC

Aprendizaje Virtual y Desarrollo Sostenible: El Rol de las Universidades - 2006 - ELAC.
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Introducción e índice

Uso de TIC: Transformar la universidad, diseñar para innovar la enseñanza y el aprendizaje. Lone Dirckinck-Holmfeld

Cambio institucional en la educación superior. Ida Fallas Monge

Tecnologías de Información y Comunicación: Generando capacidades desde la educación para el Desarrollo Sostenible.  Marco Otoya Chavarría

Estado del arte: educación virtual en la educación superior en Costa Rica. Rosmery Hernández Pereira

Foro virtual como una estrategia metodológica para el desarrollo del pensamiento crítico en la universidad.  Andrei N. Fëdorov

Hacia una cultura virtual universitaria: la experiencia de ULACIT. Edgar Salgado García

Clasificaciones del aprendizaje híbrido y criterios de buenas prácticas universitarias.  José Luis Rodríguez Illera y Anna Escofet Roig

Orquestando para la ética: Roles de las universidades en la enseñanza virtual.  Ugur Demiray

Nuevas tendencias tecnológicas y su potencialidad en entornos virtuales universitarios:docencia, investigación, extensión.  Eric Warnaars

Tendencias tecnológicas y impacto en la educación. El uso de dispositivos móviles en la educación superior.  Willy Castro Guzmán

Método para escoger una plataforma virtual que apoye el aprendizaje orientado a problemas y basado en proyectos. Ian Semey, Lone Dirckinck-Holmfeld and Marianne Riis

Una contribución a la evaluación de Entornos Virtuales de Aprendizaje.  Laura Zurita

La presencia de la evaluación en el proyecto ELAC. Mireia Asensio, Vivien Hodgson, Murray Saunders

Tecnología para la migración de contenidos a la virtualidad. Álvaro Camacho Soto

Impacto del Uso de las TIC´s en los Paradigmas Pedagógicos para la Capacitación del Magisterio en México. Celso Garrido (ELAC UAM) y Adela Guerrero (AFSEDF-SEP)

Aplicación de las Tecnologías de Información y Comunicación para la generación de capacidades en la Gestión Integrada de Recursos Hídricos. Miriam Miranda Quirós, Carmen Monge Hernández y Marco Otoya Chavarría

Análisis del papel tutorial (moderación en línea) en el Curso Piloto ELAC-UCA Renata Rodrigues y María Luisa Miranda

Uso del chat en el desarrollo de cursos en línea. Henrik Bregnhøj y Laura Zurita

Las experiencias de educación en línea en la Universidad Nacional Autónoma de Nicaragua desde la perspectiva del proyecto ELAC. Mario R. López

El papel mediador docente y el uso de Cmap Tools como herramienta acompañante. Silvia Chacón Ramírez

La capacitación para la gestión del agua en México. Sara Armendáriz, Marcos Cerrillo y Jordy Micheli

Actas completas en español

MULTIMEDIA

Proyecto Elac, UNA, 2006

OTRAS PUBLICACIONES

Universidad Centroamericana (UCA)

Universidad Nacional (UNA)

Universidad Autónoma Metropolitana Unidad Azcapotzalco (UAM)

Universidad de Aalborg

Radiografía Chile Digital 2a Ed.: Redes Sociales, Móviles y Vídeo Juegos.

RADIOGRAFÍA DEL CHILE DIGITAL 2.0: REDES SOCIALES, MÓVILES Y VIDEOJUEGOS EN LA ERA DIGITAL. Miguel Arias Cerón. (2a. Ed.) 2011.

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Steve Jobs: Student, Teacher And Leader In Revolutionizing Education And Technology 

The Huffington Post.   Emmeline Zhao   First Posted: 10/6/11 01:02 PM ET

In a time of educational debate and shuffling nationwide, a college dropout, businessman and paragon of technological innovation emerged as an inadvertent, but forceful, momentum for an educational revolution around the world.

Steve Jobs wasn't the best student in the traditional sense, as he dropped out of college within six months of enrolling. But in the years following, the world watched as he built Apple and as he taught himself through numerous failures and subsequent successes. His career became an education for himself, his employees and his customers.

By way of educational ideology, Jobs was a believer in equal opportunity, according to a 1995 interview with Daniel Morrow, executive director of the Computerworld Smithsonian Awards Program.

"I don't believe in equal outcome because unfortunately life's not like that," Jobs told Morrow. "It would be a pretty boring place if it was."

Following the news of Jobs' death Wednesday night, thousands of tributes poured in, honoring the tech pioneer's life, career and pervasive contribution to the operations, capabilities and outlook of innumerable industries. Among those messages was this tribute from the parent of an autistic child.
"Steve Jobs Saved My Son," the CNN iReport post is titled.
"Thank you Steve Jobs for helping my son," the mother writes. "You have given us hope we thought we would never have."

Her 3-year-old son doesn't talk, but his ability to communicate has been revolutionized by the use of Apple's iPad, she says.

The Apple computer lab at Monsignor Paul Dwyer Catholic school in Ontario, Canada is lit with screens of Jobs' image. The person who runs the lab told CNN iReport producer rachel8 that Jobs was the one person aside from his family and teaching career who shaped his life.

"It's crazy," he said. "You'd never think that somebody you'd never met could have such an influence on you."

And not only never met, but perhaps have never shared footing on the same continent, Beijing teenager Silu Wang told Businessweek she was inspired by Steve Jobs, and attributes her high test scores to using him as her subject on an essay for college admission to the U.S.

But back Stateside, Jobs' legacy and influence on education has expanded from typography and word processing on iMacs to the beginnings of a completely new system and revolutionary methods of teaching and learning through the use of gadgets like iPhones and iPads in classrooms -- in addition to what we now consider the more traditional computer. Jobs' story has come a long way since his company donated Apple II computers to 10,000 schools in California in 1983


Schools across the country have joined a movement that trims textbooks in schools, replacing them with the lighter, sleeker iPad. The introduction of tablet computers are expected to cut costs for school districts long-term, and host a multitude of new ways students can interact in learning and complete assignments -- shifting the learning process from the rigid lecture to a more dynamic collaboration.

But even as his products have seeped into the pores of industry, Jobs was one to note that technology isn't an instigator of change -- people like teachers are. People, he tells Morrow, are the ones who ignite and fuel curiosity, things that machines cannot do. The marriage of technology and human momentum through learning is what has and will shape the future of education.

"You need a person. Especially with computers the way they are now. Computers are very reactive but they're not proactive; they are not agents, if you will. They are very reactive," he said. "What children need is something more proactive. They need a guide. They don't need an assistant. I think we have all the material in the world to solve this problem; it's just being deployed in other places."

It's this very embedding of Jobs' creations into our culture and education that has students reflecting on his leadership and the message behind his life.

"If you set your mind to it, you can do anything you want. Just imagine it and you can go with it," Old Dominion University student Nick Jennings told WAVY.com. "You just got to work for it. You've got to know what you want to do. It's pretty inspirational, he was a good man."

While his followers and consumers were inspired by his experiences, life philosophy and innovative products, Jobs said in his 1995 interview with Morrow that without a number of teachers who influenced him, "I would have absolutely have ended up in jail…. When you're young, a little bit of course correction goes a long way. I think it takes pretty talented people to do that."

El Poder de las Redes Sociales

El Poder de las Redes Sociales.
Manual ilustrado para ciberactivistas.
Este libro es la primera parte de una trilogía que continúa con "Filés: de las naciones a las redes" y que se cierra con "Los futuros que vienen". También está disponible para descarga en formato epub. Más descargas de libros en el repositorio de la Biblioteca de las Indias.
Para lectura online hacer click en este enlace.

CHILE MANTUVO 1º LUGAR REGIONAL EN USO DE TECNOLOGÍAS DE INFORMACIÓN

CHILE MANTUVO 1º LUGAR REGIONAL EN USO DE TECNOLOGÍAS DE INFORMACIÓN

Miércoles 10 de agosto de 2011| por Roberto Valencia / Nacion.cl

Chile encabeza mantuvo el primer lugar en América Latina en el uso de tecnologías de la información(TI), de acuerdo al Indicador de la Sociedad de la Información (ISI), al alcanzar un puntaje de 5,70, lo que representó un aumento de 5,8% respecto al 2010.

El estudio, desarrollado por la consultora multinacional de negocio y tecnología Everis y la Universidad de Navarra, indica que Chile podría ser el primer país de la región en superar a uno de la Unión Europea, pues Portugal tiene un promedio de avance de 5,73 puntos en la materia.

RESULTADOS

Según la muestra, uno de los factores que impulsó el resultado fue el crecimiento del número de aparatos de telefonía móvil cada mil habitantes, que llega a 1.155, un 18% más que en el periodo anterior (primer trimestre de 2010).

A su vez, el parque de computadores aumentó hasta las 429 unidades cada mil habitantes (incremento del 14%), con lo que Chile se ubicó muy cerca de España, país que dispone de 433 ordenadores cada mil habitantes.

José Gamboa, socio de everis business consulting, señaló “lo beneficioso que será para el estudio la incorporación y medición de países desarrollados, pues permitirá comparase con los que nos llevan la delantera”.

“Latinoamérica está progresando a paso firme en la reducción del acceso a las Tecnologías de la Información y Comunicación (TIC) y sin duda esas son buenas noticias. Asimismo, hoy podemos decir con propiedad que Chile podría convertirse en el primer país de la región en superar en el ISI a un estadomiembro de la Unión Europea”, precisó.

VENTAS ONLINE

En las ventas minoristas online, variable Chile registró un nivel de US$142 dólares per cápita (aumento del 56,5% interanual), con lo que triplica el promedio latinoamericano (US$49 al año por persona), debido al aumento de la población conectada a Internet, a la extensión de las alternativas de pago y al incremento de la bancarización de los ciudadanos.

Sin embargo, el número de usuarios de Internet (grupo que llegó a 360 usuarios cada mil habitantes) y el número de abonados al servicio de banda ancha fija de Chile (104 abonados cada mil habitantes) se incrementó en Chile a un ritmo menor que el resto de los países de la región.

A su vez, Chile fue el único país donde aumentó la puntuación de los cuatro componentes del ISI. Entre ellos, fue el componente social el que más se acrecentó, como consecuencia directa del descenso en la tasa de desempleo.

OTROS PAÍSES

De los países latinoamericanos que participaron en el estudio, además de Chile, Argentina obtuvo 4,68 puntos; seguido por Perú (4,57); México (4,45); Brasil (4,36) y Colombia (4,30 puntos).

En la Unión europea los resultados generales fueron los siguientes: Reino Unido lidera con 8,18 puntos, seguido de Alemania (8,02); Bélgica (7,38); Francia (6,98); Italia (6,48); España (6,07) y Portugal (5,73). Por último, Estados unidos registró 8,22 puntos en el indicador, el más alto de todos los países analizados.