Challenges for digital inclusion in Argentina

A study about Programa Conectar Igualdad

Abstract

This paper problematizes different dimensions of digital inclusion policies based on one-to-one models by analyzing the data obtained during an investigation on the Connect Equality Program (PCI), implemented in Argentina. The research focused on the knowledge flows mobilized by this policy and disaggregated them into three dimensions: subjective, intersubjective and technological. Methodologically, it combined quantitative and qualitative instruments. This article focuses on the reconstruction of student’s representations. In this sense, findings show that the PCI’s implementation has put into circulation a set of knowledge that results in a reduction of digital inequality and in a reorganization of teaching and learning mechanisms that the official evaluation devices do not seem to capture.