Session Information
16 SES 05 B, ICT in Schools (part 1)
Symposium, to be continued in Session 16 SES 06 B
Contribution
The majority of the investigations, including ours, give account of the difficult task of being able to integrate in the educational system elements which produce disruptive and potential elements of change in the processes of teaching and learning. As suppressants elements a number of factors are cited to which we must add the necessary coherence of educational policies to avoid generating contradictions to strengthen the stability of old schemes. Without losing sight of all these elements, which are an expression of the complexity of the issue we address here, one of these constraints is focused on the culture of schools and teachers. The professional culture of teachers, built in the socialization process and transformed into a habitus that orientates practice, next to organizational conditions of schools are serving as retaining wall to address the discourse emanating from the ICT and socio-economic climate. In a collaborative research conducted during 2007-2009 we accompany a joint rural school (CRA) in the development of ICT innovation projects. The analysis of data from reports of meetings, interviews and classroom observations recorded on video, enabled the strength of these cultures by limiting or allowing the disruptive value of ICT.
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