Educational Policies for Technological Inclusion in the Post-Pandemic Era: A Comparative Analysis between Jaén (Andalusia, Spain) and Catamarca (Norhwest Argentina)

Abstract

This work aims to analyze the technological inclusion policies between the province of Jaén (Andalusia region, Spain) and the province of Catamarca (Northwest region, Argentina) in the post-pandemic. The methodology is qualitative and a transcontextual approach relevant to comparative educational research is proposed. The results obtained established that, during the pandemic, both regions were forced to digitalize teaching due to the health crisis, which generated challenges for both teachers and students. The digital divide stood out as the main obstacle, but it had different scope and meaning in both regions. After the pandemic, each of them carried out educational technology innovation and inclusion programs. In Argentina, it focused on the distribution of netbooks and, to a lesser extent, on connectivity in schools. In Andalusia, it focused on the development of digital competencies and skills. However, in both similar cases, strategies for the training and training of teachers in this field are highlighted. It is concluded that, in both regions, ICT inclusion policies are based on four axes (equipment, connectivity, digital skills and teacher training), although each region focuses on one aspect.