Educación y tecnologías de la información y la comunicación: ¿es posible valorar la diversidad en el marco de la tendencia homogeneizadora?

Abstract

This article reflects critically on the incorporation of information and communication technologies (ICT) in education, questioning the possibility of valuing diversity in the homogenizing tendency of current educational policies. Contexts, policies and programs which incorporate ICTs in education are surveyed as well as the logic that underpins them. It aims to contribute to a cultural perspective which addresses student learning with digital technologies within frameworks of democratic equality but oriented toward cultural diversity. We explore the context of globalization, and how this affects the underlying rationale for public policies in education and reflect on how ICTs are no longer a medium but instead have created a communication ecosystem that favors new subjectivities and ways of existing in the world. Finally, it emphasizes the need to deepen the cultural dimension in the incorporation of technology in education and its articulation within the transverse dimensions of pedagogical and social inclusion.