ICT in the Classroom Intersection: Challenges and Tensions in Digital Literacy in High Schools

Abstract

This article explores the tensions surrounding digital literacy in high schools in Argentina. The methodology employed consisted in 20 in-depth interviews: 15 with teachers and 5 with members of administrative staff in schools across the country, mostly in the Buenos Aires Metropolitan Area. In addition, in-person observation was conducted in 6 schools, together with virtual observation in discussion forums dealing with these issues. The results show that the netbooks provided by the state between 2010 and 2015 have helped boost the digital literacy skills of millions of students, particularly in less affluent sectors. Furthermore, the study suggests that the “mobile digital classroom” project (launched in 2015) has been largely welcomed by teaching and administrative staff, although they warn of a lack of connectivity, funding and training. Lastly, it was found that cellular phones – the main device used – evoked mixed feelings with regard to their potential in the classroom.