The school and the “Connect Equality” Program: teachers’ representations regarding the rules applied to the use of digital technologies
This paper aims to characterize and analyze teacher representations regarding the standards of use of digital technologies (netbooks, cell phones) in Argentine public high schools benefited from the Connect Equality Program (CEP), implemented between 2010 and 2017 under the 1 to 1 model. For that, w...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
2020
|
| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/vesc/article/view/27447 |
| Aporte de: |
| Sumario: | This paper aims to characterize and analyze teacher representations regarding the standards of use of digital technologies (netbooks, cell phones) in Argentine public high schools benefited from the Connect Equality Program (CEP), implemented between 2010 and 2017 under the 1 to 1 model. For that, we reviewed primary sources produced through a research work conducted in 2015, specifically 16 in-depth interviews with teachers of argentine high schools benefiting from the CEP distributed throughout the national territory. This research seeks to answer the following questions: What senses do teachers give to the standards related to digital technologies (DT) in school? Which ones do they find problematic? How do they express that? Reconstructing the meaning and opinions offered by teachers is essential for the establishment, yet diffuse and heterogeneous, of precise regulatory frameworks for the use of DT in school institutions. |
|---|