In-service teacher training policies with digital inclusion: the province of Mendoza and the Escuelas de Innovación plan (2011-2015)
National e-inclusion policies require a great effort and coordination of different areas of the State which articulate issues related to education, technology and teaching labor, among others. In a federal country like Argentina, the provinces take on a greater role in this process as they are in ch...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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IRICE (CONICET-UNR)
2023
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| Materias: | |
| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1673 |
| Aporte de: |
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I15-R240-article-1673 |
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ojs |
| institution |
Universidad Nacional de Rosario |
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I-15 |
| repository_str |
R-240 |
| container_title_str |
Revista IRICE (CONICET) |
| language |
Español |
| format |
Artículo revista |
| topic |
digital inclusión educational policies Escuelas de Innovación Mendoza inclusión digital políticas educativas formación docente Mendoza |
| spellingShingle |
digital inclusión educational policies Escuelas de Innovación Mendoza inclusión digital políticas educativas formación docente Mendoza Marchetti, Braian Porta Vazquez, Luis Gabriel In-service teacher training policies with digital inclusion: the province of Mendoza and the Escuelas de Innovación plan (2011-2015) |
| topic_facet |
digital inclusión educational policies Escuelas de Innovación Mendoza inclusión digital políticas educativas formación docente Mendoza |
| author |
Marchetti, Braian Porta Vazquez, Luis Gabriel |
| author_facet |
Marchetti, Braian Porta Vazquez, Luis Gabriel |
| author_sort |
Marchetti, Braian |
| title |
In-service teacher training policies with digital inclusion: the province of Mendoza and the Escuelas de Innovación plan (2011-2015) |
| title_short |
In-service teacher training policies with digital inclusion: the province of Mendoza and the Escuelas de Innovación plan (2011-2015) |
| title_full |
In-service teacher training policies with digital inclusion: the province of Mendoza and the Escuelas de Innovación plan (2011-2015) |
| title_fullStr |
In-service teacher training policies with digital inclusion: the province of Mendoza and the Escuelas de Innovación plan (2011-2015) |
| title_full_unstemmed |
In-service teacher training policies with digital inclusion: the province of Mendoza and the Escuelas de Innovación plan (2011-2015) |
| title_sort |
in-service teacher training policies with digital inclusion: the province of mendoza and the escuelas de innovación plan (2011-2015) |
| description |
National e-inclusion policies require a great effort and coordination of different areas of the State which articulate issues related to education, technology and teaching labor, among others. In a federal country like Argentina, the provinces take on a greater role in this process as they are in charge of managing their educational system, so their actions become decisive in the deployment of e-inclusion policies and in the appropriation of country-wide policies.
This article recovers a selection of the findings of a major investigation carried out on public policies for teacher training with the inclusion of digital media, in which the case of the Schools of the Innovation plan (2011-2015) and its implementation were deepened in the province of Mendoza. The field work of this qualitative and interpretive research focused mainly on conducting in-depth interviews with members of the Schools of the Innovation plan, officials of the educational management of Mendoza and teachers participating in the plan’s training stage.
The relevance of the educational technologies is embedded within the government structure, as well as the sustainability of the technical teams and their training, together with the appropriation of the proposal is made a proposal of national order and commitment is made when call for training is assumed, they are decisive in the development of a e-inclusion teacher training policy. |
| publisher |
IRICE (CONICET-UNR) |
| publishDate |
2023 |
| url |
https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1673 |
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2023-07-13T23:03:32Z |
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2024-08-12T21:37:32Z |
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I15-R240-article-16732023-12-01T20:17:12Z In-service teacher training policies with digital inclusion: the province of Mendoza and the Escuelas de Innovación plan (2011-2015) Las políticas de formación docente en ejercicio con inclusión digital: la provincia de Mendoza y el plan Escuelas de Innovación (2011-2015) Marchetti, Braian Porta Vazquez, Luis Gabriel digital inclusión educational policies Escuelas de Innovación Mendoza inclusión digital políticas educativas formación docente Mendoza National e-inclusion policies require a great effort and coordination of different areas of the State which articulate issues related to education, technology and teaching labor, among others. In a federal country like Argentina, the provinces take on a greater role in this process as they are in charge of managing their educational system, so their actions become decisive in the deployment of e-inclusion policies and in the appropriation of country-wide policies. This article recovers a selection of the findings of a major investigation carried out on public policies for teacher training with the inclusion of digital media, in which the case of the Schools of the Innovation plan (2011-2015) and its implementation were deepened in the province of Mendoza. The field work of this qualitative and interpretive research focused mainly on conducting in-depth interviews with members of the Schools of the Innovation plan, officials of the educational management of Mendoza and teachers participating in the plan’s training stage. The relevance of the educational technologies is embedded within the government structure, as well as the sustainability of the technical teams and their training, together with the appropriation of the proposal is made a proposal of national order and commitment is made when call for training is assumed, they are decisive in the development of a e-inclusion teacher training policy. Las políticas nacionales de inclusión digital requieren un gran esfuerzo y coordinación de distintos sectores del Estado que articulen cuestiones vinculadas al ámbito educativo, tecnológico y laboral docente, entre otros. En un país federal como Argentina, las provincias cobran un protagonismo mayor en ese proceso al ser las encargadas de la gestión de su sistema educativo, por lo que su accionar se convierte en determinante en el despliegue de políticas de inclusión digital y en la apropiación de aquellas surgidas del orden nacional. En este artículo se recuperan una selección de los hallazgos de una investigación mayor realizada sobre las políticas públicas de formación docente con inclusión de medios digitales, en la cual se profundizó en el caso del plan Escuelas de Innovación (2011-2015) y su puesta en acto en la provincia de Mendoza. El trabajo de campo de esta investigación cualitativa e interpretativa se centró principalmente en la realización de entrevistas en profundidad a integrantes de Escuelas de Innovación, funcionarios de la gestión educativa de Mendoza y a docentes participantes de las capacitaciones del plan. Mediante la investigación se ha identificado que la relevancia que se le otorgue al área de tecnologías educativas dentro de la estructura de gobierno, así como la sostenibilidad de los equipos técnicos y su formación, junto con la apropiación que desde la propuesta se realice de una iniciativa del orden nacional y el compromiso con el que se asuma la convocatoria a las capacitaciones, resultarán determinantes en el desarrollo de una política de formación docente con inclusión digital. IRICE (CONICET-UNR) 2023-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1673 10.35305/revistairice.vi44.1673 Revista IRICE; Núm. 44 (2023); 72-90 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1673/2684 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1673/2765 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1673/2698 Derechos de autor 2023 Braian Marchetti, Luis Gabriel Porta Vazquez https://creativecommons.org/licenses/by-nc-sa/4.0 |