Abstract

ORDONEZ GOMEZ, Eliana Esperanza  and  PENAGOS MUNETON, Nicolás. How Are Information and Communication Technologies ICT Understood in Rural and Urban Educational Contexts? A Comparative Study. Aleth. rev. desarro. hum. educ. soc. contemp. [online]. 2016, vol.8, n.1, pp.44-61. ISSN 2145-0366.

Information and Communication Technologies (ICT) have been incorporated into educational practices from the existence of devices and resources at school. Based on the place that technologies take in daily life, subjects have appropriated them and have built meaning around them. The results of current research describe the ICT's social representations in the teaching and learning processes of two educational contexts (rural-urban). The quantitative qualitative research took as input the characterization of each context where the educational practice is associated with the use of ICT and their place in daily life. Additionally, the voice of participants in the process as stated in semi-structured interviews for which discourse analysis was applied to legitimize categories that structure the description of practices and the analysis of social representations. ICT's social representations cover tools for entertainment, use of web pages to search and share information, and as a means for transforming subjectivities. These representations are mediated by subjects' access to technology and by the pedagogical intention assigned to them in the teaching and learning process.

Keywords : Information and Communication Technologies (ICT); teaching and learning processes; educative practice; social representations.

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