https://www.scipedia.com/wd/index.php?action=history&feed=atom&title=Carniglia_CONTRERAS_YALICO_2015aCarniglia CONTRERAS YALICO 2015a - Revision history2026-04-14T14:51:17ZRevision history for this page on the wikiMediaWiki 1.27.0-wmf.10https://www.scipedia.com/wd/index.php?title=Carniglia_CONTRERAS_YALICO_2015a&diff=94015&oldid=prevLiz Contreras: Liz Contreras moved page Draft CONTRERAS YALICO 384511758 to Carniglia CONTRERAS YALICO 2015a2018-09-27T16:00:00Z<p>Liz Contreras moved page <a href="/public/Draft_CONTRERAS_YALICO_384511758" class="mw-redirect" title="Draft CONTRERAS YALICO 384511758">Draft CONTRERAS YALICO 384511758</a> to <a href="/public/Carniglia_CONTRERAS_YALICO_2015a" title="Carniglia CONTRERAS YALICO 2015a">Carniglia CONTRERAS YALICO 2015a</a></p>
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</td></tr></table>Liz Contrerashttps://www.scipedia.com/wd/index.php?title=Carniglia_CONTRERAS_YALICO_2015a&diff=93958&oldid=prevLiz Contreras: Created page with " == Abstract == A situated perspective of access to ambivalent ICT (Information and Communication Technologies) in the country indicates that any digital transition involves..."2018-09-27T15:59:12Z<p>Created page with " == Abstract == A situated perspective of access to ambivalent ICT (Information and Communication Technologies) in the country indicates that any digital transition involves..."</p>
<p><b>New page</b></p><div><br />
== Abstract ==<br />
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A situated perspective of access to ambivalent ICT (Information and Communication Technologies) in the country indicates that any digital transition involves significant breaks of everyday experience. This text analyzes the appropriation of digital devices by rural teachers that installs a certain historical trajectory of the school as an intervener status in the digitization of education. These appropriations represent tense interpenetrations between individual attributes and contextual conditions of access to computers, mobile phones and networks in a techno-cultural environment with increasing acceptance of ICT. The fieldwork identifies historical features of the rural school and brands of the institutional trajectory significant for teachers who appropriate ICT in the classroom and the school. The analyzed testimonies correspond to semi-structured interviews with teachers in public elementary schools from a department of the province of Córdoba (Argentina) with extensive and commercial agriculture.<br />
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== Full document ==<br />
<pdf>Media:Draft_CONTRERAS YALICO_384511758-5599-document.pdf</pdf></div>Liz Contreras