Internal and external barriers to the incorporation of IT: a school zone of the indigenous modality study
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Abstract
The official programs to incorporate information and communication technologies (IT) in the primary schools’ classrooms in our country have been continuous, one major was Enciclomedia. Former studies reviewed evidence that programs, specifically those seeking an appropriation by the students, have been dissimilar and unequal when the educational modality and schools’ location are taken into account. This work documented the barriers to incorporate it faced by teachers from the indigenous education modality. Following a qualitative approach, semi structured interviews with all the principals from a school zone (n=15) and three techno pedagogical advisers, it was possible to identify the external and internal barriers encountered by different educational actors, evidencing that external ones, such as financing, precarious infrastructure, and limited access to technological resources directly influence full it incorporation in their schools.
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