Reading and writing through ICTs in the classroom: notes concerning for research

Abstract

The incorporation of the New Information and Communication Technologies (ICTs) into Argentina´s education system is at the same time the result of both national and provincial policy as well as other unplanned influences that come from outside of the education’s field. Whatever its origin, the incorporation of ICTs into the classrooms reflects a global cultural’s change which consists of a
qualitative transformation of the ways of our social interaction, the definition of our identities, and the production and circulation of knowledge. On the following paper we will present the main ideas of our future research, which aims to identify and characterize the interpretative communities conformed by students at school. In this way, we aim to study the relationships between students and written culture since the technological model implemented by the educational policy Plan Conectar Igualdad, developed by the national government.