NSTITUTO SUPERIOR DE CURUZÚ CUATIÁ

Career: Profesorado de Inglés

Teacher: Matilde Oria

Subject: C.A.L.L.

Student: Sergio A. Fernández

Course: 4th

Year: 2012

EssayEssay

Bearing in mind the links posted in our virtual class and the various articles related to

the topic, the model OLPC (One Laptop Per Child) is a didactic scenario which is

likely to be carried out. As regards the digital phenomenon, the positive side on

teaching can be highlighted since there is no lack of desire on the part of the teacher

to implement ICT in the classroom, but rather a lack of experience. It is necessary to

be actively exposed to the "digital phenomenon", that is, by solving problems in the

moment in which they arise and thus tailor to the students in terms of computing

knowledge .The educator should adopt a role of an apprentice both genuinely and

authentically; or learn with and the same time from students.

Considering the equipment policies, they were and are in charge of the National

State. Policies connected with equipment have recently been accompanied by

strategies to ensure connectivity and maintenance. Current schemes related to

equipment encompass connectivity as well as the purchase of routers to enable the

connection in the area where the school is located. Unlike other tools that exist in the

schools, the equipment requires constant technical assistance, to keep it in proper

condition, which needs permanent update. The equipment is a major factor though

insufficient, if it does not establish clearly the educational purpose of new

technologies. "Strategies 1 to 1" is the term employed for all those plans with the final

goal that both learners and educators have a computer at their very own disposal,

either to deal with in the classroom or to use it at home. The laboratory method is the

most widely used in Argentina, though it is not regarded the most suitable. The most

important criticism that the method in question has received is that it does not fit into

1

the school curriculum as a whole and is limited to the use of just a few teachers

specialised or innovative. On the other hand, it is useful in that it provides a space for

creative production or for encouraging independent learning activities outside school

hours extending therefore the time spent working with knowledge. The use of these

spaces (computer rooms or laboratories) normally cause the difficulty in setting up

these activities as common and ordinary (for example: ask for the keys, coordinate

with the assistant in charge, check the machines and the connection are working

properly, etc.) Seen this way, it cannot be denied operational difficulties in the

schools become clearly evident. The second equipment strategy is 1 to 1, i.e. one

laptop per child or young person and also for teachers. This is the strategy that has

currently had more support in the past three years. Governments support it since

they recognize the possibility of overcoming the digital bridge. It is believed that the

incorporation of new technologies will put an end to the teacher-centred from the old

school and enable education according to the individual’s needs. Among experiments

which were carried out with the model 1 to 1, it can be mentioned the experience

"Todos los chicos en la red" from the province of San Luis. Positive results

demonstrate the favourable relationship between the boys and new technologies,

with changes in the community and the introduction of new tools and contents on

both the family and social life.

In conclusion, the laboratory model can be considered as having the conspicuous

characteristic of being more limited and not giving so many possibilities to teachers

and students. On the other hand, the incursion of ICT into the classroom integrates

more efficiently with the school curriculum while there is a more personalized

approach.

2