Tsunami 1:1
Styles of technology adoption in Latin American education
DOI:
https://doi.org/10.52712/issn.1850-0013-752Keywords:
education, technology, ICT, Model 1:1Abstract
In the last five years, an unusual activity from Latin American governments concured in promoting ICT integration in education. It seems that the region has awakened from a long slumber. We can see, in each country, different solutions to the adoption of these technologies of teaching and learning. Among other findings, there are changes in the educational governance and in those who meet the challenges of digital education. In some cases, the Ministries of Education and are no longer, as they once were, the governing bodies of the change, but the process involves new government agencies advocated, for example, in reducing the digital divide. On the other side, there is a multiplicity of new social, economic and technological actors who previously were not part of the educational community. Surveyed experiences show that educational systems are under stress generated by the technical components, which used to be enacted as extra-educational problems. In each country, particular socio-technical styles exert a pedagogical-organizational modeling of ICT integration in the classroom, using new pedagogical discourses. This article attempts to map ICT policy options within the forms of technology adoption in educational systems which would allow one to guide their progress in the field.
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