Digital media in Language and Literature teaching practices: an ethnographic and historic approach to address change at school
Submitted by:
Alejo Ezequiel González López Ledesma
Abstract:
In this presentation we will introduce the organization and the main aspects of an ongoing doctoral research which aims to study the ways in which Language and Literature secondary school teachers who work in the City and Province of Buenos Aires, Argentina, incorporate digital media to their everyday teaching practices.
To this end, we will firstly develop the media, cultural and educational scenario that the study addresses as a problem, with an axis in the Argentine and Latinamerican regional context (Dussel, 2014; Tedesco, 2008). In second place, we will introduce the ethnographic and sociocultural framework that we have adopted in order to address teaching practices in the context of school culture (Rockwell, 2009) and regarding particularly the school discipline Language and Literature (Cuesta, 2011). From there, we will argue that an anthropological, political and historical perspective can contribute to address the comprehension of innovation processes at school by studying the ways in which teachers and students actually engage with digital media, as they exchange perspectives on culture and negotiate knowledge in the classroom.
To conclude, we introduce some preliminary results of our study and also open a dialogue, firstly, with other perspectives dedicated to the study of innovation processes at secondary school and, secondly, with the guidelines for educational policy proposed by the present Ministry of Education in Argentina in recent years.
References
Cuesta, C. (2011). Lengua y Literatura: Disciplina escolar. Hacia una metodología circunstanciada de su enseñanza [en línea]. Tesis de posgrado. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación.
Dussel, I. (2014). Programas educativos de inclusión digital. Una reflexión desde la Teoría del Actor en Red sobre la experiencia de Conectar Igualdad (Argentina). Versión. Estudios de Comunicación y Política, (34), 39-56. Recuperado a partir de http://version.xoc.uam.mx
Rockwell, E. (2009). La experiencia etnográfica. Historia y cultura en los procesos educativos. Buenos Aires: Paidós.
Tedesco, J. C. (2008). Las TIC en la agenda política educativa. En C. Magadán & V. Kelly (Eds.), Las TIC: del aula a la agenda política. Buenos Aires: IPEE-UNESCO.