Obstacles and Opportunities for ICT Integration in Indigenous Schools  

作　　者：Guadalupe Tinajero-Villavicencio Carmen Pérez-Fragoso 

机构地区：[1]Universidad Autonoma de Baja California, Ensenada, Mexico

出　　处：《US-China Education Review(A)》2014年第1期54-62,共9页美中教育评论（A）

摘　　要：The aim of this paper is to discuss the main obstacles and opportunities to information and communication technology （ICT） integration in schools serving indigenous communities in one zone of Northern Mexico. The theoretical framework is based on the studies that have classified barriers to the introduction of ICTs in the classrooms. In this paper, two types of barriers are discussed： First-order and second-order barriers. First-order or external barriers include lack of infrastructure, facilities, and services, lack and unreliability of equipment, lack of technical support, and other resource-related issues. Second-order or internal barriers include both school level factors, such as school culture and issues related to the school organization; and teacher level factors, such as beliefs about teaching and technology and openness to change. The focus of this paper was on the former, the internal barriers, specifically regarding the schools＇ organization and the impact external or first-order barriers exert on them. The methodology included visits to schools with pre-prepared lists and tables to register infrastructural, technological, and bibliographical resources, informal talks with teachers, and semi-structured interviews with 15 school principals and three techno-pedagogical advisers （TPAs）. The analyses of the interviews were done using techniques of content analysis. Results showed that first-order barriers were related to the schools＇ geographical locations and socioeconomic conditions; the infrastructure and equipment were minimal, although principals were continuously lobbying to make them better. Second-order barriers regarding the schools administration were related mainly to local budget priorities. The allocated budgets were not enough to comply and operate following the national mandates, including the acquisition of ICTs to incorporate the contents from the new curriculum. Regarding the opportunities, results showed that in spite of the lack of technological infrastructure, principals

关 键 词：information and communication technology （ICT） integration first-order barriers second-order barriers indigenous education school principals basic education Mexico 

分 类 号：TP391.41[自动化与计算机技术—计算机应用技术] G47[自动化与计算机技术—计算机科学与技术]