Digital Inequality in Education in Argentina: How the pandemic of 2020 increased existing tensions

Abstract

This paper – as a part of a broader research on the policies and practices of digital literacy in relation to inclusion-, seeks to identify the central tensions in teachers´ practices related to the use of digital technologies in education. In Argentina, these tensions have increased, the moment when the pandemic compelled the educational system at all levels, to switch from the physical to the virtual classroom. Despite the recent date of these events, in this study we aim to reflect on the first findings. We will continue this research through interviews and reports analysis, in the coming period.