ICTs in Schools and Their Relationship with Indigenous Communities of Patagonia

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Author(s): Flavio Leandro Caldas (Provincial College of Technical Education (EPET) No. 12, Argentina)and Leandro Norberto Giglioli (Provincial College of Technical Education (EPET) No. 12, Argentina)
Copyright: 2015
Pages: 18
Source title: Handbook of Research on Sustainable Development and Economics
Source Author(s)/Editor(s): Ken D. Thomas (Auburn University, USA)
DOI: 10.4018/978-1-4666-8433-1.ch017

Keywords: Environment & Agriculture / Information Science Reference / Socio-Economic Development / Sustainable Development

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Abstract

UNESCO indicates that one of the biggest problems we face in the early twenty-first century is the abolition of differences between individuals and cultures. Intercultural education is therefore paramount. With their potential for allowing members of different countries and cultures to meet and interact, ICTs (Information and Communication Technologies) offer an interesting array of tools for tackling this matter. Argentina acknowledges the right of indigenous people to access bilingual and intercultural education, and seeks to improve teachers' skills to achieve a better quality of education that allows equal opportunities. However, the reality is that schools in the Patagonian province of Neuquén are still far from achieving this target. This article presents data on the use of ICTs in Patagonian schools, based on the opinion of students from both aboriginal and urban backgrounds. It also analyzes the relationship between students' performance and the use of technological tools.

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ICTs in Schools and Their Relationship with Indigenous Communities of Patagonia

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