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-This initial moment focused on the use of personal computers (PC) linked to the teaching of programming.
-The dominant model was the laboratory or computer room, where students worked in groups using a computer. -
-Emphasis was placed on prioritizing access for students, particularly the most vulnerable sectors.
-This stage saw the introduction of technologies, the start of curricular incorporation, and the first proposals for teacher training.
-While the laboratory model remained hegemonic, computers also started to appear in common spaces like the staff room and library.
-The "computers in the classroom" model also began to diffuse as a way to overcome teacher resistance to using laboratories. -
The integration of computing and telecommunications.
-Proposals for school networks (e.g., networked classrooms, collaborative projects) and the production of digital collections began to develop.
-National programs were created to articulate all actions concerning TIC and education, covering equipment, teacher training, and promoting pedagogical innovation.
-The "computers in the classroom" model started being supplemented with projectors. -
The Moment of socio-educational inclusion (1 to 1 model) gained particular interest following the presentation of the “One Laptop Per Child" (OLPC) project by Nicholas Negroponte, which aimed to develop a very low-cost computer.
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-This new cycle of ICT policies is marked by the expansion of mobile telephony and diversification of devices.
-The focus shifted from a socio-educational approach to a pedagogical one, centered on innovation, the incorporation of "21st-century skills" and computational thinking into the curriculum. -
-Digital technologies were vital for sustaining educational continuity.
-The situation accelerated digital policies across the region but also highlighted significant socioeconomic inequalities, particularly in access to devices and quality connectivity.