Access and use of Information and Communication Technologies (ICT) in Secondary School in Different Socioeconomic Contexts in Argentina

  • María Eugenia Orlicki Universidad San Andrés
  • Cecilia Adrogué CONICET-Universidad de San Andrés Universidad Austral

DOI:

https://doi.org/10.19137/praxiseducativa-2020-240308

Keywords:

access to technology, inequality, secondary education, Argentina

Abstract

The educational sector has assumed long ago the challenge of incorporating technologies into teaching and learning processes. The objective of this work is to analyze the access and uses of ICT in the home of the students and in the school using the microdata of the 2016 Learning Census for seniors in high school and to show the inequalities observed by socioeconomic level of the student for type of school management and province. At the national level, The results show that although there are large disparities according to socioeconomic level in access to a computer in the home, there are no differences in access to a computer in school. In addition, there are no differences by socioeconomic level of the students in the activities proposed by the teachers to do with the computer during class time.

 

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Author Biographies

María Eugenia Orlicki, Universidad San Andrés

Eugenia Orlicki es Investigadora en el Centro de Estudios para el Desarrollo Humano de la la Universidad de San Andrés, Argentina. Fue becaria postdoctoral del CONICET y realizó los estudios correspondientes al Doctorado en Economía en la Universidad de San Andrés, con beca interna del CONICET. 

Cecilia Adrogué, CONICET-Universidad de San Andrés Universidad Austral

Cecilia Adrogué: es Investigadora Asistente del CONICET con sede en la Universidad de San Andrés y profesora Asociada de la Universidad Austral, Argentina. Fue becaria postdoctoral del CONICET en la Universidad de San Andrés, visiting scholar del Center for International Higher Education de la Lynch School of Education en Boston College. Realizó los estudios correspondientes al Doctorado en Economía en la Universidad de San Andrés, con beca interna del CONICET. 

References

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Ley 26.206 (2006). Ley de Educación Nacional.

Tedesco, J. C, Steinberg, C., y Meschengieser, C. (2017). “¿Cómo se integran las TIC en el modelo 1 a 1 en las escuelas secundarias en Argentina?”, UNICEF. Recuperado de https://forjandounfuturo.files.wordpress.com/2018/01/edu-tic-educacionsecundaria.pdf

Tófalo, A. (2016). “Aprender 2016. Acceso y uso de TICS en estudiantes y docentes”. Serie de Informes Temáticas, Secretaria de Evaluación Educativa, Ministerio de Educación de la Nación. Recuperado de https://www.argentina.gob.ar/sites/default/files/acceso_y_uso_de_tic_en_estudiantes_y_docentes.pdf

Sunkel, G., y Trucco, D. (2010). “Nuevas tecnologías de la información y la comunicación para la educación en América Latina. Riesgos y oportunidades”. Serie Políticas Sociales, 167, 1-7. Recuperado de: https://repositorio.cepal.org/bitstream/handle/11362/6174/lcl3266.pdf?sequence=1&isAllowed=y

Vacchieri, A. (2013). “Las políticas TIC en los sistemas educativos de América Latina: Caso Argentina”. Buenos Aires: UNICEF.

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Published

2020-09-11

How to Cite

Orlicki, M. E., & Adrogué, C. (2020). Access and use of Information and Communication Technologies (ICT) in Secondary School in Different Socioeconomic Contexts in Argentina. Praxis Educativa, 24(3), 1–12. https://doi.org/10.19137/praxiseducativa-2020-240308

Issue

Vol. 24 No. 3 (2020): setiembre - diciembre

Section

Artículos

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