Children's technological appropriation. A Techno-Educational Ecosystem in the community school

Abstract

It is recognized nowadays that knowledge has become the object of immense challenges. This allows for digital inclusion policies that are increasingly present in educational agendas, which translates into projects to furnish schools with digital devices as well as various pedagogical efforts to integrate technology as a idactic tool that guarantees an education that is helpful for everyday life. This led us to reflect on the Digital Inclusion and Literacy Program (PIAD) and the social scenario that was proposed for its operation in the communities of Tabasco. The first question that emerged as a starting point to explore this scenario was what type of technological appropriation elementary school children from marginalized communities of Tabasco have, based on their interaction with technological resources. Studying this social territory implied pointing out an objective that allowed us to analyze the technological practices developed by elementary school children from marginalized communities of Tabasco, based on their interaction with PIAD. This started a conceptual discussion of digital culture and the technological practices that lead to the understanding of Technological Appropriation. The path outlined is a heuristic perspective based on a case study, since this resource focuses on relationships within a system or culture, which finds its best explanatory angle in the transdisciplinarity of knowledge. The actions or tasks that boys and girls engage in through their relationship with technology acquire the character of exploratory, institutional, and informational appropriation, levels with which the question that mobilizes the study is answered, which takes shape in what is here called Techno-Educational Ecosystem