Conectar Igualdad: o la irrupción de las netbooks en la escuela
Archivos
Fecha
2016
Autores
Título de la revista
ISSN de la revista
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Editor
Facultad de Ciencia Política y Relaciones Internacionales
Resumen
Descripción
El Programa Conectar Igualdad ha sido, en los últimos años,
una de las políticas educativas que con más fuerza ha ingresado
en la vida escolar. Un Programa que generó expectativas
a la vez que movilizó temores e inseguridades. El ingreso
–o irrupción, como lo llamaremos aquí- de las netbooks a las
aulas se monta sobre una superficie muy compleja que es
necesario atender. Proponemos como hipótesis de trabajo
que las netbooks de Conectar Igualdad antes que una herramienta
de intervención pedagógica diferenciada por su uso
específico, constituyen una tecnología que se incorpora al
complejo repertorio tecnológico presente en el aula y que
por momentos tensiona cualquier propuesta de enseñanza
y de aprendizaje. Asimismo sugerimos algunas pistas que
nos permitan pensar la complejidad que supone la tarea de
enseñar en tiempos digitales y la forma en que el modelo 1
a 1 deviene, con frecuencia, gestión cuerpo a cuerpo. Como
corolario presentamos las formas de uso creativo y desobediente
que los estudiantes hacen de las máquinas.
The “ConectarIgualdad” programme has been, in the last years, one of the most powerful educational policies that have affected school life. This has been a programme has not only produced great expectation but also fears and insecurities. The arrival or irruption, as we will call it here, of the netbooks into the classrooms was set on a very complex system that needs to be understood. Our working hypothesis is based on the idea that the “ConectarIgualdad” netbooks, apart from being a tool for pedagogical intervention that is differentiated by its specific use, they constitute a type of technology that is incorporated to the already complex technological repertoire existent in the classroom and that, at some point, affects the teaching and learning processes. Moreover, we suggest some key element that will allow us to think about the complexity of teaching in digital times and the way in which the 1-1 model (…). As conclusion, we present the students’ creative and disobedient use of the machines.
The “ConectarIgualdad” programme has been, in the last years, one of the most powerful educational policies that have affected school life. This has been a programme has not only produced great expectation but also fears and insecurities. The arrival or irruption, as we will call it here, of the netbooks into the classrooms was set on a very complex system that needs to be understood. Our working hypothesis is based on the idea that the “ConectarIgualdad” netbooks, apart from being a tool for pedagogical intervention that is differentiated by its specific use, they constitute a type of technology that is incorporated to the already complex technological repertoire existent in the classroom and that, at some point, affects the teaching and learning processes. Moreover, we suggest some key element that will allow us to think about the complexity of teaching in digital times and the way in which the 1-1 model (…). As conclusion, we present the students’ creative and disobedient use of the machines.
Palabras clave
Educación, TIC Tecnologías de la Información y Comunicación, Conectar igualdad, Pobreza urbana, Argentina, Education, ICT Information and Communication Technologies