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Across ICILS TP participating countries, more teachers reported knowing how to use a learning management sys-
tem, collaborating with others using shared resources with ICT, and assessing student learning with ICT preparing
lessons that involve the use of ICT by students. In Uruguay, there has been, for example, a 29% increase in tools,
teachers’ perceptions of their own self proficiency in using a learning management system and ICT, rising from 62%
in 2018 to 92% in 2020.

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From IEA’s Responses to Educational Disruption Survey (REDS) we could see that countries who were already in
a better position with respect to digitalization of education had less challenges continuing education during COVID
times. A positive finding from REDS was that the time allocated for professional development activities significantly
increased across countries, signaling teachers had opportunities to develop specific skills, an effect that will likely
endure beyond the disruption. TIMSS 2019 results, collected in March to June of 2019 and before any trace of the
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pandemic, reveals over 70% of students are taught by eighth grade teachers already indicating a need for more futu-
re professional development towards integrating technology into mathematics and science instruction. 5

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