ICT in the Classroom Intersection: Challenges and Tensions in Digital Literacy in High Schools

ICT in the Classroom Intersection: Challenges and Tensions in Digital Literacy in High Schools

This article explores the tensions surrounding digital literacy in high schools in Argentina. The methodology employed consisted in 20 in-depth interviews: 15 with teachers and 5 with members of administrative staff in schools across the country, mostly in the Buenos Aires Metropolitan Area. In addi...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autor principal: Linne, Joaquín
Formato: Online
Lenguaje:spa
Publicado: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020
Acceso en línea:https://redie.uabc.mx/redie/article/view/3072
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
id redie-article-3072
record_format ojs
spelling redie-article-30722024-05-08T20:35:34Z ICT in the Classroom Intersection: Challenges and Tensions in Digital Literacy in High Schools Las TIC en la intersección áulica: desafíos y tensiones de la alfabetización digital en la escuela media Linne, Joaquín TIC alfabetización digital escuela media teléfono móvil computadora portátil. This article explores the tensions surrounding digital literacy in high schools in Argentina. The methodology employed consisted in 20 in-depth interviews: 15 with teachers and 5 with members of administrative staff in schools across the country, mostly in the Buenos Aires Metropolitan Area. In addition, in-person observation was conducted in 6 schools, together with virtual observation in discussion forums dealing with these issues. The results show that the netbooks provided by the state between 2010 and 2015 have helped boost the digital literacy skills of millions of students, particularly in less affluent sectors. Furthermore, the study suggests that the “mobile digital classroom” project (launched in 2015) has been largely welcomed by teaching and administrative staff, although they warn of a lack of connectivity, funding and training. Lastly, it was found that cellular phones – the main device used – evoked mixed feelings with regard to their potential in the classroom. Este artículo indaga tensiones en torno a la alfabetización digital en la escuela media en Argentina. A nivel metodológico, se realizaron 20 entrevistas en profundidad: 15 a docentes y 5 a directivos que trabajan en escuelas del país, mayormente del Área Metropolitana de Buenos Aires. También se llevaron a cabo observaciones presenciales en 6 escuelas y observaciones virtuales en foros en los que se discuten estas problemáticas. En los resultados se evidencia que las netbooks entregadas por el Estado entre 2010 y 2015 contribuyeron a la alfabetización digital de millones de estudiantes, en particular en sectores populares. Asimismo, se vislumbra que el proyecto del “aula digital móvil” (iniciado en 2015) tiene aceptación por parte de la mayoría de directivos y docentes, aunque adviertan sobre la escasez de conectividad, presupuesto y capacitación. Por último, se observa que el teléfono móvil, principal dispositivo utilizado, se presenta de manera ambivalente respecto a su potencial áulico. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020-10-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml https://redie.uabc.mx/redie/article/view/3072 10.24320/redie.2020.22.e24.3072 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 13 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 13 1607-4041 spa https://redie.uabc.mx/redie/article/view/3072/2038 https://redie.uabc.mx/redie/article/view/3072/2039 https://redie.uabc.mx/redie/article/view/3072/2052 Derechos de autor 2020 Joaquín Linne https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Linne, Joaquín
spellingShingle Linne, Joaquín
ICT in the Classroom Intersection: Challenges and Tensions in Digital Literacy in High Schools
author_facet Linne, Joaquín
author_sort Linne, Joaquín
title ICT in the Classroom Intersection: Challenges and Tensions in Digital Literacy in High Schools
title_short ICT in the Classroom Intersection: Challenges and Tensions in Digital Literacy in High Schools
title_full ICT in the Classroom Intersection: Challenges and Tensions in Digital Literacy in High Schools
title_fullStr ICT in the Classroom Intersection: Challenges and Tensions in Digital Literacy in High Schools
title_full_unstemmed ICT in the Classroom Intersection: Challenges and Tensions in Digital Literacy in High Schools
title_sort ict in the classroom intersection: challenges and tensions in digital literacy in high schools
description This article explores the tensions surrounding digital literacy in high schools in Argentina. The methodology employed consisted in 20 in-depth interviews: 15 with teachers and 5 with members of administrative staff in schools across the country, mostly in the Buenos Aires Metropolitan Area. In addition, in-person observation was conducted in 6 schools, together with virtual observation in discussion forums dealing with these issues. The results show that the netbooks provided by the state between 2010 and 2015 have helped boost the digital literacy skills of millions of students, particularly in less affluent sectors. Furthermore, the study suggests that the “mobile digital classroom” project (launched in 2015) has been largely welcomed by teaching and administrative staff, although they warn of a lack of connectivity, funding and training. Lastly, it was found that cellular phones – the main device used – evoked mixed feelings with regard to their potential in the classroom.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2020
url https://redie.uabc.mx/redie/article/view/3072
_version_ 1798984261109284864

Ejemplares similares