E-governance services through telecenters: The role of human intermediary and issues of trust
Information Technologies and International Development
ICT & learning in Chilean schools: Lessons learned
Computers & Education
Digital Technologies and Marginalized Youth
Proceedings of the 9th International Conference on Interaction Design and Children
| Hi-index | 0.00 |
This paper analyzes conditions for improving digital inclusion in Chilean rural schools, using a multidimensional definition of digital divide. Using qualitative and quantitative data, we focus on teacher's skills, access to communication, Internet connection and expectations regarding the Internet in rural schools. We obtained data from interviews and surveys applied to teachers, students, principals and technology coordinators. Results show that even if teachers are not the primary figures for transmitting ICT knowledge to students, they are gatekeepers, producing conditions for students to learn of ICT use. In addition, data contributes to understanding the new role of teachers and schools in rural areas regarding social and symbolic integration.