Abstract
The Canaima Educativo project supplied laptops (canaimitas) to Venezuela’s public schools. Although family integration was among the project’s objectives, there were not guidelines on how to achieve such objective. This research aimed to interpret how families used the canaimitas considering the importance to include digital technologies in daily life, since our society is living in a digital culture. Therefore, public policies should provide support from a broad and inclusive perspective. We used an ethnographic qualitative methodology with a hermeneutic approach. Fieldwork was performed at two high schools located in the state of Vargas. Four (4) students and their families were selected using online surveys and participated in focus group interviews. The information was organized through a textual discourse analysis using the ATLAS.ti software. The research results showed the lack of support to include the canaimitas to those families’ homes. In this sense, the members of such families approach to the digital culture with spontaneous and dynamic practices according to their own interests.
Highlights
This research aimed to interpret how families used the canaimitas considering the importance to include digital technologies in daily life, since our society is living in a digital culture
The research results showed the lack of support to include the canaimitas to those families’ homes. The members of such families approach to the digital culture with spontaneous and dynamic practices according to their own interests
Recuperado de https://tecnoeducativas.files.wordpress.com/2017/03/papertlafamiliaconectada.pdf Pretto, N. y Silveira, S
Summary
El desarrollo de nuestra capacidad de adaptación posibilitó el desenvolvimiento de la forma en que tratamos la información, pasamos del mundo analógico al digital, lo que es denominado proceso de digitalización de la información. Es así que nuestro objetivo es interpretar los usos que las familias atribuyen a la computadora Canaima, cuando este dispositivo digital portátil llega a las casas sin una estrategia determinada. Los participantes estuvieron compuestos por cuatro estudiantes y sus núcleos familiares seleccionados a partir de un cuestionario online, que atendieron a los siguientes criterios: aceptar participar en la investigación, ser adolescentes de 15 a 17 años, utilizar la computadora Canaimita en casa, tener acceso a internet en casa y acceso a smartphone, pertenecer a un núcleo familiar de más de dos personas y con seis personas como máximo, tener la mayor cantidad de familiares que desarrollen actividades en la portátil Canaimita y con otras tecnologías digitales. Para contribuir con el estudio, se utilizó el software Atlas.ti en su versión 8, como estrategia de organización sistemática de los 37 documentos de las informaciones recolectadas, que generaron, en total, 59 códigos, de los cuales para el presente artículo se utilizó la categoría denominada “usos”, compuesta por los códigos: a) usos de las Canaimitas “estudiantes”, b) usos de la Canaimita “familia”, c) prácticas pedagógicas con Canaimitas y d) tareas, esta última con la subcategoría d.1) tareas con Canaimita que incluyen a la familia
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