Introduction of digital technologies in education - Concepts and experiences

Wolfram Laaser, Cecilia Exeni




During the last decades technologies of information and communication technologies made a lot of progress, which increased the quantity and quality of distance education programs and the upcoming blended learning models. However, some basic difficulties in defining meaningful terms instead of buzzwords, often used in the present debate, will be discussed to raise consciousness of the rather vague terminology. The progress of digital technologies offered also a chance for better inclusion of disadvantaged parts of the population. The focus lies on the young generation of school attendants and how technology-oriented programs can provide better inclusion. We put a regional focus on development in Latin America. To highlight some of the issues discussed before, we will present a detailed case study about the Argentinean project “ConectarIgualdad”. We have also added a brief comparison with some other Latin American Initiatives. Summarizing we list considerations for a successful inclusive application of digital technologies in education.


Conflicts of interest: None.


Argentina, ConectarIgualdad, digital, digitalization, digital technology, inclusion, netbooks, one laptop per child.

Full Text:


Cite this article


Laaser W, TolozaEA. The changing role of the educational video in Higher Distance Education. IRRODL 2017;18.Available at: (accessed: May 20, 2019).

Koehler MJ, Mishra P. What is technological pedagogical content knowledge? CITE 2009;9:60-70. (accessed: May 20, 2019).

Bates AW. Online Learning and disruptive change at the UK Open University 2018. May 2: 2018. (accessed: May 22, 2019).

Segura J, Quinteros L, Mon F. Towards Ubersity? Conflicts and contradictions of the digital university. RIED 2018;21:51-68. DOI:

Watters A. 2015 Trends. Retrieved from: (accessed: May 20, 2019).

Watters A. The tech sector does love stories – grand narratives and make-believes and mythologies about revolution and disruption and innovation. (accessed: May 20, 2019).

Prensky M. Digital Natives, Digital Immigrants. By Marc Prensky. On the Horizon. MCB University Press 2001; 9, 5 (accessed May 20, 2019).

Ferreiro E. Presentación de Cátedra Emilia Ferreiro. Universidad Nacional de Rosario. (accessed: May 20, 2019).

Bacher S. La Infancia, ¿Conectada? La Nación, Revista. (accessed: May 20, 2019).

Inter-American children’s institute and Organization of Ibero-American states. Agreement of cooperation (2019). (accessed: May 20, 2019).

Library of Congress - Argentina: Constitutional Right to an Education - Law 26,206 on National Education, adopted on Dec. 14, 2006. (accessed: May 20, 2019).

Larghi B. Selogio de unfracaso. La dimension simbólicadel Programa ConectarIgualdad. (Praise of a “failure”: The symbolic dimension of the ConectarIgualdad Program). JUV;2016:10.

Da Porta E. Aprender conectados o cómoborrar la igualdad pordecreto. Conversaciones necesarias entre educación, cultura y política. (accessed: May 20, 2019).

DOI: 10.4119/UNIBI/SEEJPH-2019-220

Copyright (c) 2019 Wolfram Laaser, Cecilia Exeni

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.