capítulos de libros
Massive inclusion of digital technologies in schools. Argentinian young adolescents appropriation of computers and the Internet in popular and middle clases.
Digital Literacy, Technology and Social Inclusion: making sense of one-to-one computer programmes around the world
University of Minho, Braga, Portugal: Communication and Society Research Center.
Lugar: Braga, Portugal. ; Año: 2013; p. 291 - 319
Since the implementation of the Connecting Equality Program in 2010 in Argentina, numerous Social Science specialists started to research how massive ICT introduction in schools would radically affect teaching and learning processes, knowledge building and youth behaviour. Nevertheless, there is still not much empirical evidence showing the ways in which these technologies are appropriated. This situation discloses the need of placing research questions locally situated with regard to those potential changes. What existing access methods does PCI encounter? And how does its implementation participate in the design of personal and family heterogeneous trajectories of ICTs appropriation? How do the students themselves perceive the influence of PCI on their own technologic abilities and competence? How do knowledge and aptitudes associated to new digital media articulate with the knowledge manners promoted by the school format and institutionalism? How does the massive introduction of netbooks affect the interaction among different school actors (students-teachers)? What happens in other sociability and socialization spaces, such as the house and cybercafé? What expectations do students have with regard to the place netbooks will have in future educational and work trajectories? With the aim of contributing to answer these questions, the article presents a comparative approach of the differential computer and Internet appropriation methods by adolescents in secondary school, coming from popular and middle classes. Firstly, important findings are related to the decrease in the first-level and second-level digital gap. Secondly, the most marked differences between high middle classes and popular classes take place in relation with ICT Access trajectories in the house. Thirdly, with PCI start-up, it can be observed an increase in the weight of school as a place where computer, and to a lesser extent, Internet use and learning take place. Finally, in students there is no predominant imaginary that produces expectations about the capacity of netbooks to make life quality better in terms of employment and education.