ICT Alone Is Not Enough, the Whole Village Is Needed. A Community-Based and Dialogic Approach to Technology in SchoolsReportar como inadecuado




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International Journal of Educational Psychology, v1 n2 p153-174 Jun 2012

The socio-cultural context shapes learning and development. Thus, schools cannot ignore neither the transformations shaping their surrounding societies, but be an active part of them, nor what those transformations mean for school learning. In this regard, technology has changed the way we think and learn, and learning has been shown to be deeply linked to the community of which we are part. However, benefits of involving the community in the ICT use in schools are barely explored in the literature; this article is aimed to shed some light on that aspect. We draw from a successful case, the Ariño school, and based on the dialogic learning theoretical framework, different strategies that promote a dialogic use of ICT are presented: community involvement in self-sufficient classrooms, community involvement outside the school settings, and community digital literacy. This analysis leads to the proposal of a community-based and dialogic approach to technology in schools.

Descriptors: Educational Technology, Technology Uses in Education, Technology Integration, School Community Relationship, Community Involvement, Rural Schools, Foreign Countries, Case Studies

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Autor: Gatt, Suzanne; Sordé, Teresa

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1645&id=EJ1114427



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