Appropriation Of Information And Communication Technologies Research Articles

AS PRÁTICAS PEDAGÓGICAS MEDIANTE AS REPERCUSSÕES DA APLICABILIDADE DAS TECNOLOGIAS

In recent years, the growing emphasis on teacher training and performance has revealed the urgency of critical and necessary actions. The rapid expansion of Information and Communication Technologies (ICTs) in the educational field not only highlights, but also intensifies, the widespread lack of preparation of many teachers in the face of the new possibilities that these technologies introduce into pedagogical practices. This study proposes an in-depth reflection on the impact of digital technologies on teachers' pedagogical practices, focusing on pedagogical innovations that emerge from classroom practices. The bibliographic research undertaken to support this study reveals that teachers recognize the pressing need for training courses that not only provide technical experiences, but also develop pedagogical dimensions in an integrated manner. Thus, teachers are required to master the curricular content and carry out a critical appropriation of ICTs, aiming to promote qualitative transformations in pedagogical practices. This integration makes it possible to combine pedagogical activities with digital technologies, promoting not only creativity and autonomy among students, but also encouraging deeper reflection on the dynamics of learning. However, by establishing this harmony between curricular knowledge and ICTs, teachers can foster an educational environment that truly takes advantage of the potential of new technologies to enrich and diversify the teaching-learning process.

Theoretical foundations and methodological guidelines for the appropriation of ICT in the pedagogical practice of teachers

The main objective of this study is to propose theoretical and methodological foundations that facilitate the appropriation of Information and Communication Technologies (ICT) by teachers in the pedagogical practice of Primary Basic Education, specifically in official educational institutions located in the urban area of the city of Monteria, Colombia. The research was methodologically based on the epistemic pragmatism model, the Action Research method, under a projective type of research, with a field design. The participation of at least 50 teachers working in other educational institutions of the sector and belonging to the official system of the Colombian Ministry of National Education was arranged. In conclusion, the importance of educational policies and teacher training to support adaptability to the digital world is highlighted

Gender Digital Divide and Women's Digital Inclusion: A Systematic Mapping

The digital divide is a multiple phenomenon that visualizes inequalities in the access, use, and appropriation of information and communication technologies (ICTs) of disadvantaged groups to others. There are currently several digital divides, such as a) the Gender Digital Divide (GDD), b) the generational digital divide, c) the disability digital divide, d) the educational digital divide, and e) the geographic digital divide. Specifically, the Gender Digital Divide exhibits a digital divide between women and men. This issue can be increased or decreased depending on the specific background of each woman. This study aims to provide a current and comprehensive overview of recent studies about the gender digital divide from 2017 to 2021, identifying key topics that require further exploration for a complete understanding of the topic through a systematic mapping. Findings show that recent studies have focused on analyzing the differences and inequalities between women and men regarding access, use, and appropriation of ICTs. For future years, it is needed more research on the subject.

The Dynamics of Access to ICT and Technology Practices of Secondary School Teachers

The COVID-19 pandemic highlighted the importance of access to Information and Communication Technology (ICT) for effective teaching and learning. Access to ICT is a complex and dynamic phenomenon that significantly impacts teachers' technology practices. There is a need for more extensive studies to explore the dynamics of access and teacher technology practices in various contexts. This study explored the influence of access on the technology practices of secondary school teachers in the Western Cape, South Africa. A qualitative online survey was used to explore the lived experiences of teachers during the COVID-19 pandemic. A diverse sample, in terms of gender, age, years of experience of teachers, and socio-economic status of schools, of 22 teachers voluntarily participated in the study. Van Dijk's cumulative model of access to ICT provided a useful lens to explore how and when the dimensions of access supported or hindered teachers' appropriation of ICT. This study found that most respondents were primarily exposed to traditional face-to-face teaching before March 2020. The suspension of in-school teaching, however, caused a dramatic shift in the way teachers interacted with technology, learning materials and learners. Three dimensions of digital inequality, associated with physical access, manifested in South Africa, namely the Virtual Classroom, WhatsApp, and Radio-Television groups. Most participants in this study returned to traditional teaching practices with increased use of technology when schools reopened again. The findings of this study suggest that access to technology is not a linear progression of successive stages that by default culminates in usage. This paper proposes a more holistic contextualised approach to access to create enabling environments for the use of ICT and empower teachers to use ICT in their teaching practices.

Exploration of ICT Appropriation by Disabled People and Its Effect on Self-Perceived Normalcy

Information and communication technologies (ICTs) are omnipresent and define the interactions in society. Within society, there are vulnerable groups of people for whom ICT use is more challenging. Disabled people are the most vulnerable ICT users. To identify the digital divides of access and impact of ICT on disabled users, an exploratory qualitative study was conducted. Relying on a French national association for disability that grants unique access to disabled ICT users, two focus groups and 10 in-depth interviews were carried. The study allows to propose a model of ICT use and effects for disabled people, integrating several types of disabilities. The results show that ICT appropriation by disabled users depends on their perceived self-efficacy in ICT. ICT use can lead to negative effects, including social exclusion and low perceived normalcy. To address societal interests and develop the literature, a research agenda is proposed.

The social appropriation of ICTs in social movements: the case of #SOSCOLOMBIA

The article's objective was to “analyze the social appropriation of ICTs (Information and Communication Technologies) in the social movement #SOSCOLOMBIA.” It is an investigation with a transectional-descriptive design in which conversations of people in cyberspace were captured around the hashtag #SOSCOLOMBIA. Quantitative research was used to extract data on the networks use of those who participated in the conversations. Data mining, also known as a non-invasive technique, was used to capture conversations from April 2nd to July 1st, 2021. It is concluded that activists have exceeded the level of simple access-use and reached the level of empowerment since the activists were able to transform their social reality thanks to the social appropriation of ICT for development. It is then about putting into practice the capacities related to ICT both individually and collectively.

Access denied? Digital inequality in transport services

ABSTRACT Digitalisation in transport services offers many benefits for travellers. However, not everyone is willing or able to follow the new, more or less formal requirements digitalisation has brought along. Existing reviews on the intersection between Information and Communication Technologies (ICTs) and mobility cover a range of vantage points, but the perspective of how various levels of engagement with digital technologies affect access and navigation of transport services has not been addressed yet. In communication science, studying disparities in terms of ICT appropriation and their consequences is known as digital inequality research. This review paper aims at shedding light on what digital inequality in the context of transport services consists of and what its consequences are. To do so, we define and use a conceptual framework for the analysis of digital inequality in transport services. The review of the twenty-five papers, as selected in our systematic literature search, shows that there is a burgeoning interest in this topic. Vulnerability to digitalisation in transport services exists along dimensions of age, income, education, ethnicity, gender and geographical region. We find that motivations and material access get more attention than digital skills and effective usage. Nevertheless, literature acknowledges that having material access to technology does not mean that people benefit from what technology has to offer. Furthermore, the characteristics of ICTs impact one’s possibilities to access digital technologies, such as how user-friendly a technology is. Data-driven and algorithm-based decision-making present a particularly pernicious form of digital exclusion from transport services. As digital technologies are progressively becoming indispensable to navigate the world of transport services, low levels of digital engagement may create a new layer of transport disadvantage, possibly on top of existing ones. Although digitalisation can be part of the solution to transport disadvantage, it can also be part of the problem. With network effects at play, what might start as a relative disadvantage may turn into an absolute disadvantage. Given the nascent state of research on digital inequality in transport services, much remains to be understood. Suggested research avenues include mechanisms of digital exclusion from transport services, the contribution of digital inequality to transport disadvantage, and importantly, solutions to mitigate its impacts.

Natureza e naturalização da tecnologia: panorama informacional na sociedade pós-medial

Depois de quase trinta anos de uso capilar das tecnologias de informação e comunicação (TICs), a sociedade tem naturalizado sua presença. Todavia, viver com as TICs não significa compreender o porte das mudanças paradigmáticas que elas realizaram globalmente. O objetivo desse artigo é discutir as premissas e as implicações das transformações socioculturais impostas pelas novas mídias, observando alguns de seus efeitos nas esferas social, econômica e política. A metodologia utilizada é de natureza qualitativa e bibliográfica, com uma discussão elaborada através das ferramentas dos estudos culturais e da sociologia do imaginário de matriz durandiana. Nossos resultados, a partir do filme Avatar, consideram os fenômenos de mudanças e transformações proporcionados em todas as esferas sociais pela naturalização da tecnologia nos discursos contemporâneos. Na discussão, oferece-se um percurso histórico sobre a evolução da mídia até a definição de um paradigma pós-medial; observam-se os efeitos da naturalização das TICs nos planos social, econômico e político; analisam-se os efeitos sobre o imaginário provocados pelo uso de terminologias improntadas na ideologia e na retórica da inovação; esboçam-se algumas respostas oferecidas pela sociedade e pela política aos problemas suscitados pelas TICs. Conclui-se que há uma necessidade de apropriação crítica das TICs, que necessariamente devem voltar a serem desnaturalizadas para se tornar objeto de estudo com foco mais amplo e não somente aplicativo.

Teacher and Context Factors Associated with the Educational Use of ICT: A Costa Rican Case Study

This paper studies the factors that influence the progress of teachers in Costa Rica with regards to their educational use of information and communication technologies (ICTs) in teaching and learning processes with their students. It addresses both the analysis of factors related to the figure of the teacher, their professional profile, and other factors that are external to them and are related to the context in which they practice. A qualitative method involving a case study of seven teachers was selected according to relevant and maximum variation sampling based on expert criteria. The information was collected utilizing in-depth interviews and systematic observation. The analysis of the information was based on the qualitative data analysis software program ATLAS.ti. The results highlight two categories of factors, those of the teacher, such as vocation, beliefs, teaching model, desire for personal fulfillment, or personal issues, and those of context, such as technical support and support of the management structure of the school, with more significant influence on the processes of appropriation and use of ICT in teaching practices of those factors linked to the teachers themselves.

Ruta de apropiación de las TIC para profesores de educación superior fundamentada en el modelo Tecnológico Pedagógico Disciplinar

Este artículo sintetiza el diseño de una ruta de apropiación de las Tecnologías de la Información y la Comunicación (TIC), fundamentada en el modelo Tecnológico Pedagógico Disciplinar (TPACK por su sigla en inglés, Technological Pedagogical Content Knowledge), que busca generar en los profesores de educación superior reflexiones y acciones para cualificar sus prácticas docentes en la modalidad virtual. La ruta se realizó en el marco de un proyecto que utiliza la metodología de investigación basada en diseño. Así las cosas, el objetivo de este artículo es reconocer los elementos estructurantes tenidos en cuenta durante el diseño, retomando para ello algunos aspectos identificados en la literatura y los relativos a la identidad del ser docente universitario, así como el modelo TPACK, las propuestas basadas en las eactividades, el trabajo colaborativo y la gamificación. Finalmente, se concluye que el diseño educativo de una ruta de apropiación de TIC implica una reflexión a fondo sobre la relación entre lo disciplinar, lo educativo y lo tecnológico que se pregunte sobre cuáles son las transformaciones que acontecen en la educación cuando se utilizan las TIC; pues queda claro que el diseño de e-actividades ha significado un aporte para repensar la educación en ambientes virtuales de aprendizaje, ya que permiten pasar de una acción expositiva hacia formas más dialógicas e interactivas.

Tecnologías de la información y la comunicación para el desarrollo social: una propuesta metodológica

Most efforts to promote human development through Information and Communication Technologies (ICTs) have focused on increasing infrastructure and digital literacy among vulnerable sectors of the population. This article proposes to expand the scope through a methodology for an organizational level. The objective is to share the theoretical principles, the design and the results of the implementation of a participatory communication methodology for the appropriation of ICTs in organizations with social purposes. The theoretical framework was based on Amartya Sen's human development perspective regarding ICTs for development and social change. The methodology was generated through a collaborative workshop between the academy and organizations dedicated to youth development in different regions of Mexico. The results show that the appropriation of ICTs must transcend its instrumental use and be based on a reflection on its social mission, its context and the needs of the population they serve, to solve their communication problems, but above all to strengthen their capacity to support human and social development.

The role of information and communication technologies in the delivery of health services in rural communities: Experiences from Malawi

Background: In recent years, Africa has experienced a boom in information and communication technologies (ICTs). These ICTs have been hailed by the health sector as impetus for heath service delivery in rural areas. In this regard, stakeholders in the health sector have made attempts to reinforce frontline health workers with technological tools. Although there is much evidence that ICTs play a key role in the health sector, it remains unknown how the health sector in Malawi is exploiting ICTs in its delivery of day-to-day operations.Objectives: In this study, we investigate the role that ICTs play in rural health. This study will specifically determine the purposes that health surveillance assistants (HSAs) use ICTs for, assess the ICT skills and expertise of HSAs, analyse benefits of ICTs and study the problems faced by HSAs in the effective use of ICTs.Method: In this study, a quantitative research method approach was adopted to address the research objectives. Both research sites and respondents were selected using a convenient sampling method. We self-administered and collected the questionnaire from the respondents. The Statistical Package for the Social Sciences (SPSS) was used to analyse the data.Results: We find that HSAs have made headways in the adoption of various forms of ICTs such as mobile phones alongside their applications (Facebook, Twitter and WhatsApp). However, efforts to maximise the appropriation of ICTs by HSAs are punctuated by various hindrances including high cost of ICT gadgets, high cost of Internet bundles, inadequate training in ICTs and lack of support from senior management in the Ministry of Health.Conclusion: Use of ICTs in community health is slowly but surely possible. In a nutshell, the study has shown that, regardless of perceivable hindrances associated with use of ICTs, HSAs use some ICTs in their work and personal activities. It is evident that using mobile phones to improve performance is an important area and that there is little interest in evaluating such interventions.

El problema de la traducción de la política TIC: Aportes para superar una racionalidad técnica

Las políticas educativas para el uso y apropiación de TIC (tecnologías de información y comunicación) en toda Latinoamérica pasan por su mejor momento. A todo lo largo de la región se proponen sistemas de innovación educativa que pretenden garantizar el acceso a una educación de calidad cerrando brechas de desigualdad. Más allá del análisis discursivo sobre estos programas nacionales y sus promesas de desarrollo y productividad, resulta necesario entender lo que ocurre localmente cuando se realizan traducciones, esto es, movilizaciones de actores, artefactos y prácticas heterogéneas. Utilizando como marco analítico la teoría del policy enactment, y a través de un estudio de caso comparado, se pretende mostrar que más allá de la racionalidad técnica de la implementación de una política TIC o de su interpretación por parte de diferentes actores, el problema de la traducción de estas políticas merece un análisis crítico desde un enfoque sociomaterial. Para soportar este trabajo empíricamente, se analiza un conjunto de programas nacionales para la incorporación de TIC en Colombia que llegan a tres contextos educativos municipales en los que su traducción deviene en formas heterogéneas pero efectivas para poner en práctica (enact) los discursos sobre innovación y calidad educativa. Este artículo contribuye además con una metodología que permite mapear traducciones de política educativa, útil para otros investigadores en este campo.

Towards a complex system of personal and group characteristics for ICT appropriation

This research tackles the phenomenon of digital inclusion, considered as a type of social development that has grown, due to the advance of information and communication technologies (ICT). It is worth noting that, the "ICT advance" has not been uniformly distributed, since there is a difference regarding the access to technology, and to the use of it among groups and people. Though the governments, the organizations and the ICT institutions, recognize the social nature of the digital inclusion, and also, they are aware of the necessity of integrating communities and people, with the process of program and/or project management; these people and communities are not considered, in the proposals that are being made about this issue. Likewise, though it is clear in the revision of literature, the necessity of having quantitative and qualitative approaches, the numerical approach that is being performed in the phenomenon is evident. Additionally, it has been identified the fact that, there are diverse personal and social characteristics, that allow the appropriation of ICT tools, as well as their use to achieve goals and to improve the conditions, for participating in the employment, education and political activities. The digital inclusion is a situation that involves different factors, such as: cultural, technical, social, financial, regulatory, moral and even ecological. If this topic is tackled in a quantitative way, the aforementioned factors seem to be unrelated. However, in the literature analysis, their relation is obvious, as well as the fact that they cannot be unrelated form one another. In other words, the elements that conform the digital inclusion phenomenon, are not only heterogeneous, but also inter-definable. The former statement justifies the analysis of the digital inclusion phenomenon, as a complex system; since regarding the ICT appropriation, there is a wide variety of proposals, considering the personal and social variables, that regulate this process. Nevertheless, there is not yet a consensus about these variables, which is the proposal presented in this paper.

Apropiación de tecnologías de comunicación e información en el nivel de educación media superior. Transiciones en curso

En la última década, diversos estudios internacionales han mostrado que los esfuerzos gubernamentales por dotar a las escuelas de tecnologías de información y comunicación (TIC) no han tenido los resultados esperados de mejora educativa. Para aportar en la comprensión de este fenómeno, se examinaron las formas de apropiación de tecnologías de información y comunicación (TIC) en escuelas públicas de nivel medio superior. Esta perspectiva analítica subraya el papel activo de estudiantes que ponen en juego un conjunto de intereses y significados al utilizar los dispositivos tecnológicos en situaciones específicas de sus contextos escolares, generando, frecuentemente, prácticas no previstas, distintas a las proyectadas (Andrés, 2014; Crovi, 2013; Laffey, 2004; Toboso-Martín 2013; Weber, Pisani y Francis, 2007). El estudio fue realizado en siete planteles escolares, mediante un acercamiento metodológico mixto, que incluyó aplicación de cuestionarios, observación participante y grupos de discusión. Los hallazgos muestran formas de apropiación caracterizadas por usos individualizados y procesos académicos rudimentarios en la consulta de información en línea y su referenciación, en un contexto escolar con acceso restringido a equipos de cómputo, deficiente conectividad en red, y ausencia de requerimientos pedagógicos en materia de documentación académica. Se discuten las implicaciones educativas de esta situación y se formulan cuestiones clave para enfrentar los desafíos que conllevan.

Appropriating ICT for International Business Negotiations Performance: A Case Study of the Pacific Alliance

Nowadays Information and Communication Technologies (ICT) have improved the processes in organizations and enterprises. In this sense, international business negotiations can be optimized with these tools allowing that small, medium and large enterprises also increase their proficiency and performance in this kind of operation. According to the information above, this article analyzes the level of appropriation of these technologies and several correlations between variables related with the use of ICT within the Pacific Alliance. Objective. This article aims to identify the relationship between appropriation of ICT and performance of international business negotiations in this trade bloc. Materials and Methods. A relationship model between appropriation of ICT and performance of international business negotiations is proposed, validating it with a study conducted with 384 companies from Chile, Colombia, Mexico, and Peru that carry out import and/or export processes. Findings. The evidence indicates an important proficiency and international negotiation performance improvement within the enterprises in this region. Conclusion. This research shows that increasing the frequency of training in the use of ICT promotes proficiency in these technologies and improves performance in the international negotiation process.

Conocimiento y apropiación de las tecnologías de la información y la comunicación (TIC) en la formación docente

Para establecer el grado del uso y la apropiación de las tecnologías de la información y la comunicación (TIC) en las competencias del docente de educación primaria, básica y media, en el 2016 se aplicó una encuesta de reactivos cerrados a una muestra de cien docentes del municipio de Soacha, Cundinamarca, Colombia. Se analizaron seis preguntas de la encuesta relacionadas con un taller de formación, se trabajaron seis hipótesis de investigación y se procesó la información con el paquete estadístico SPSS, versión 23.0, con una prueba de chi cuadrado para las hipótesis. El análisis correlacional frente al uso y apropiación de las TIC por parte de los docentes evidenció que no existe una relación entre la jornada laboral de los docentes y los contenidos del portal Colombia Aprende, los laboratorios PhET, el banco de recursos, la motivación para implementar recursos digitales y la tenencia y el uso apropiado de tabletas. Además, se reveló una débil relación entre la jornada laboral de los docentes y los contenidos vistos.

O uso de TIC pela agricultura familiar no território do citrus: Vale do Caí – RS

O presente artigo objetiva analisar o uso e a apropriação de TIC (Tecnologia de Informação e Comunicação) pela agricultura familiar no Vale do Caí – RS. A pesquisa possui abordagem qualitativa e foi realizada com base na seleção dos municípios que apresentaram o maior número de agricultores familiares na região, de acordo com o Censo Agropecuário 2006: Montenegro, Bom Princípio, Brochier, Maratá, São Sebastião do Caí, Salvador do Sul, Pareci Novo e Feliz. O presente artigo apresenta resultados preliminares de 293 entrevistas semiestruturadas realizadas com agricultores que possuem acesso às TIC, posteriormente tabuladas com o auxílio do SPSS. Verifica-se que há necessidade de domínio e de apropriação do conhecimento para a utilização mais intensiva das TIC, pois o acesso dos agricultores analisados ainda é superficial e não contribui para a apropriação da tecnologia.

Una estrategia para la apropiación de las TIC en la reconciliación de las víctimas del conflicto armado colombiano

Una de las fases del proceso de paz que se adelanta en Colombia está relacionada con la elaboración de un acuerdo. Luego de ello, se debe iniciar una etapa de construcción de paz territorial en la que participen todos los ciudadanos y las comunidades. Uno de los objetivos de esta etapa consiste en impactar positivamente los derechos de las víctimas. Esto puede lograrse mediante la construcción de espacios que faciliten la reflexión, el diálogo y la acción entre los actores del conflicto para buscar su reconciliación. En este orden de ideas, las tecnologías de la información y las comunicaciones (TIC) pueden jugar un rol importante para propiciar esos espacios. Por tanto, en este artículo se presenta una estrategia para la apropiación de las TIC en la reconciliación de las víctimas del conflicto colombiano. En concreto, la estrategia se materializa en una propuesta conceptual de un sistema informático que facilite la comunicación, la interacción y la presentación de ideas y argumentos entre los actores del conflicto.

Digital and Social Inequalities: A Qualitative Assessment of the Impact of the Connecting Equality Program on Argentinean Youth

AbstractThis paper focuses on the ties between social and digital inequalities among Argentinean youth. It uses a qualitative approach to explore different aspects of the everyday lives of adolescents, such as sociability, leisure time and family use of Information and Communication Technologies (ICTs), in order to assess the impact of the Connecting Equality Program (Programa Conectar Igualdad, PCI) on reducing digital inequalities and fostering social inclusion. In particular, the paper explores what were the existing conditions of access for students and their families when the PCI was first implemented? What influence does the implementation of the PCI have on the individual, family and scholastic appropriation of ICTs? How does the use of computers and the Internet vary among youth? Has this large‐scale incorporation of netbooks in schools, and especially homes and free time changed it in any way? Does the appropriation of ICTs through student participation in the PCI contribute to material and symbolic social inclusion? To answer these questions, we compare the processes of ICT appropriation among lower and middle class adolescents, focusing on the distinctive uses and meanings assigned to computers and the Internet by boys and girls in their daily lives. For this purpose we analyze data collected through semi‐structured interviews in two schools in Greater La Plata, Argentina during 2012. The main findings show that in terms of access, skills and types of use, the implementation of the PCI has had a positive impact among lower class youth, guaranteeing access to their first computers and promoting the sharing of knowledge and digital skills with family members. Moreover, evidence of more diverse and intense use of ICTs among lower class students reveals the development of digital skills related to educational activities. Finally, in terms of sociability, having a personal netbook enables access to information and cultural goods which are very significant in generating ties and strengthening identities and social integration.