Abstracts
Abstract
Almost a decade after the massive incorporation of technology into schools in Galicia, Spain based on 1:1 computing programs, where teachers and students have access to laptop computers, this study explored the effects of technology on the lives of children in situations of socio-cultural and economic exclusion. Three case studies were selected from two research projects. Each case study representing three individuals. These studies were analyzed through an ethnographic approach using in-depth interviews and participant observation. The constant comparative method was used, supported by ATLAS.ti 7 qualitative analysis software. The 1:1 policies excluded the family context and the development of digital competence was heavily dependent on the opportunities provided at school. The results indicated that these policies did not reduce inequality because advanced learning experiences with information and communication technology were not provided at school.
Keywords:
- digital competence,
- digital literacy,
- primary education,
- exclusion,
- 1:1 computing
Résumé
Près d'une décennie après l'incorporation massive de la technologie dans les écoles de Galice, en Espagne, basée sur des programmes informatiques individualisés (1:1), où les enseignants et les élèves ont accès à des ordinateurs portables, cette étude a exploré les effets de la technologie sur la vie des enfants en situation d'exclusion socioculturelle et économique. Trois études de cas ont été sélectionnées à partir de deux projets de recherche. Chaque étude de cas représente trois individus. Ces études ont été analysées par une approche ethnographique utilisant des entretiens approfondis et l'observation des participants. La méthode comparative constante a été utilisée, soutenue par le logiciel d'analyse qualitative ATLAS.ti 7. Les politiques individualisés (1:1) excluaient le contexte familial et le développement de la compétence numérique dépendait fortement des possibilités offertes à l'école. Les résultats indiquent que ces politiques n'ont pas réduit les inégalités car les expériences d'apprentissage avancées avec les technologies de l'information et de la communication n'étaient pas proposées à l'école.
Mots-clés :
- Compétence numérique,
- Alphabétisation numérique,
- Enseignement primaire,
- Exclusion,
- Informatique individualisée 1:1
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