Educational Policies for Technological Inclusion in the Post-Pandemic Era: A Comparative Analysis between Jaén (Andalusia, Spain) and Catamarca (Norhwest Argentina)

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This work aims to analyze the technological inclusion policies between the province of Jaén (Andalusia region, Spain) and the province of Catamarca (Northwest region, Argentina) in the post-pandemic. The methodology is qualitative and a transcontextual approach relevant to comparative educational re...

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Autores principales:	Ibañez, Cecilia Elizabeth, Llorent-Vaquero, Mercedes
Formato:	Artículo publishedVersion
Lenguaje:	Español
Publicado:	Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2024
Materias:	Educational policy Comparative Education Educational Technology Digital Gap Jaén Catamarca Política educacional Educación comparada Tecnología educacional Brecha digital
Acceso en línea:	https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14847 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=14847_oai
Aporte de:	Repositorio Digital de la Universidad de Buenos Aires (UBA) de Universidad de Buenos Aires

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spelling	I28-R145-14847_oai2025-11-17 Ibañez, Cecilia Elizabeth Llorent-Vaquero, Mercedes 2024-12-30 This work aims to analyze the technological inclusion policies between the province of Jaén (Andalusia region, Spain) and the province of Catamarca (Northwest region, Argentina) in the post-pandemic. The methodology is qualitative and a transcontextual approach relevant to comparative educational research is proposed. The results obtained established that, during the pandemic, both regions were forced to digitalize teaching due to the health crisis, which generated challenges for both teachers and students. The digital divide stood out as the main obstacle, but it had different scope and meaning in both regions. After the pandemic, each of them carried out educational technology innovation and inclusion programs. In Argentina, it focused on the distribution of netbooks and, to a lesser extent, on connectivity in schools. In Andalusia, it focused on the development of digital competencies and skills. However, in both similar cases, strategies for the training and training of teachers in this field are highlighted. It is concluded that, in both regions, ICT inclusion policies are based on four axes (equipment, connectivity, digital skills and teacher training), although each region focuses on one aspect. Este trabajo se propone comparar las políticas de inclusión tecnológica entre la provincia de Jaén (región de Andalucía, España) y la provincia de Catamarca (región Noroeste, Argentina) en la pospandemia. La metodología es cualitativa y se propone un enfoque transcontextual pertinente a investigaciones educativas comparativas. Los resultados obtenidos establecieron que, durante la pandemia, ambas regiones se vieron obligadas a digitalizar la enseñanza debido a la crisis sanitaria, lo que generó desafíos tanto para docentes como para estudiantes. La brecha digital se destacó como el principal obstáculo, pero tuvo alcances y significados diferentes en ambas regiones. Tras la pandemia, cada una de ellas llevó adelante programas de innovación e inclusión de la tecnología educativa. En la Argentina, se focalizó en la distribución de netbooks y, en menor medida, en la conectividad en las escuelas. En Andalucía, se enfocó en el desarrollo de competencias y habilidades digitales. Sin embargo, en ambos casos similares se resaltan estrategias destinadas a la formación y capacitación de los profesores en este campo. Se concluye que, en ambas regiones, las políticas de inclusión de las TIC se asientan sobre cuatro ejes (equipamiento, conectividad, competencias digitales y formación docente), aunque cada región se focaliza en un aspecto. application/pdf https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14847 10.34096/iice.n56.14847 spa Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14847/14558 Derechos de autor 2024 Revista del IICE Revista del IICE; Núm. 56 (2024) 2451-5434 0327-7763 Educational policy Comparative Education Educational Technology Digital Gap Jaén Catamarca Política educacional Educación comparada Tecnología educacional Brecha digital Jaén Catamarca Educational Policies for Technological Inclusion in the Post-Pandemic Era: A Comparative Analysis between Jaén (Andalusia, Spain) and Catamarca (Norhwest Argentina) Políticas educativas de inclusión tecnológica en la pospandemia: un análisis comparativo entre Jaén (Andalucía-España) y Catamarca (noroeste-Argentina) info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=14847_oai
institution	Universidad de Buenos Aires
institution_str	I-28
repository_str	R-145
collection	Repositorio Digital de la Universidad de Buenos Aires (UBA)
language	Español
orig_language_str_mv	spa
topic	Educational policy Comparative Education Educational Technology Digital Gap Jaén Catamarca Política educacional Educación comparada Tecnología educacional Brecha digital Jaén Catamarca
spellingShingle	Educational policy Comparative Education Educational Technology Digital Gap Jaén Catamarca Política educacional Educación comparada Tecnología educacional Brecha digital Jaén Catamarca Ibañez, Cecilia Elizabeth Llorent-Vaquero, Mercedes Educational Policies for Technological Inclusion in the Post-Pandemic Era: A Comparative Analysis between Jaén (Andalusia, Spain) and Catamarca (Norhwest Argentina)
topic_facet	Educational policy Comparative Education Educational Technology Digital Gap Jaén Catamarca Política educacional Educación comparada Tecnología educacional Brecha digital Jaén Catamarca
description	This work aims to analyze the technological inclusion policies between the province of Jaén (Andalusia region, Spain) and the province of Catamarca (Northwest region, Argentina) in the post-pandemic. The methodology is qualitative and a transcontextual approach relevant to comparative educational research is proposed. The results obtained established that, during the pandemic, both regions were forced to digitalize teaching due to the health crisis, which generated challenges for both teachers and students. The digital divide stood out as the main obstacle, but it had different scope and meaning in both regions. After the pandemic, each of them carried out educational technology innovation and inclusion programs. In Argentina, it focused on the distribution of netbooks and, to a lesser extent, on connectivity in schools. In Andalusia, it focused on the development of digital competencies and skills. However, in both similar cases, strategies for the training and training of teachers in this field are highlighted. It is concluded that, in both regions, ICT inclusion policies are based on four axes (equipment, connectivity, digital skills and teacher training), although each region focuses on one aspect.
format	Artículo publishedVersion
author	Ibañez, Cecilia Elizabeth Llorent-Vaquero, Mercedes
author_facet	Ibañez, Cecilia Elizabeth Llorent-Vaquero, Mercedes
author_sort	Ibañez, Cecilia Elizabeth
title	Educational Policies for Technological Inclusion in the Post-Pandemic Era: A Comparative Analysis between Jaén (Andalusia, Spain) and Catamarca (Norhwest Argentina)
title_short	Educational Policies for Technological Inclusion in the Post-Pandemic Era: A Comparative Analysis between Jaén (Andalusia, Spain) and Catamarca (Norhwest Argentina)
title_full	Educational Policies for Technological Inclusion in the Post-Pandemic Era: A Comparative Analysis between Jaén (Andalusia, Spain) and Catamarca (Norhwest Argentina)
title_fullStr	Educational Policies for Technological Inclusion in the Post-Pandemic Era: A Comparative Analysis between Jaén (Andalusia, Spain) and Catamarca (Norhwest Argentina)
title_full_unstemmed	Educational Policies for Technological Inclusion in the Post-Pandemic Era: A Comparative Analysis between Jaén (Andalusia, Spain) and Catamarca (Norhwest Argentina)
title_sort	educational policies for technological inclusion in the post-pandemic era: a comparative analysis between jaén (andalusia, spain) and catamarca (norhwest argentina)
publisher	Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate	2024
url	https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14847 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=14847_oai
work_keys_str_mv	AT ibanezceciliaelizabeth educationalpoliciesfortechnologicalinclusioninthepostpandemiceraacomparativeanalysisbetweenjaenandalusiaspainandcatamarcanorhwestargentina AT llorentvaqueromercedes educationalpoliciesfortechnologicalinclusioninthepostpandemiceraacomparativeanalysisbetweenjaenandalusiaspainandcatamarcanorhwestargentina AT ibanezceciliaelizabeth politicaseducativasdeinclusiontecnologicaenlapospandemiaunanalisiscomparativoentrejaenandaluciaespanaycatamarcanoroesteargentina AT llorentvaqueromercedes politicaseducativasdeinclusiontecnologicaenlapospandemiaunanalisiscomparativoentrejaenandaluciaespanaycatamarcanoroesteargentina
_version_	1851376039740047360

Educational Policies for Technological Inclusion in the Post-Pandemic Era: A Comparative Analysis between Jaén (Andalusia, Spain) and Catamarca (Norhwest Argentina)

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