New technologies and seciondary school. Analysis of technology endowment policies from the perspective of the Argentine graphic press (2010-2019)

Abstract

The 21st Century secondary school in Latin America encounters multiple challenges in the face of the irruption of new technologies. The ways in which knowledge and information are accessed, produced, and distributed, question teachers and students. From a socio-educational perspective and a qualitative approach, this article analyzes the stance of the Argentine national graphic press on public policies of technological endowment in secondary schools. Through the headlines of the main national news papers, Clarín, La Nación and Página 12, between 2010 and 2019, it is analyzed the way in which the newspapers
dispute meanings, understanding that the mass media play a key role in the formation of the public agenda. The results indicate, on the one hand, that the senses granted to the incorporation of these technologies changed according to the editorial line of each newspaper and the governments that implemented them, and, on the other hand, that in the current symbolic dispute, it is identified as main discourse the novelty of technological devices at the expense of policies that reduce the digital and social gap, the development of critical thinking and the genuine inclusion of technologies in school.