Model of ICT skills and new professional profile of the Guidance Counsellors in some European countries

El artículo analiza la utilización de las Tecnologías de la Información y Comunicación en el escenario de algunos países europeos en el ámbito de la Orientación Educativa y Profesional.

Model of ICT skills and new professional profile of the Guidance Counsellors in some European countries

El artículo analiza la utilización de las Tecnologías de la Información y Comunicación en el escenario de algunos países europeos en el ámbito de la Orientación Educativa y Profesional.

Model of ICT skills and new professional profile of the Guidance Counsellors in some European countries

El artículo analiza la utilización de las Tecnologías de la Información y Comunicación en el escenario de algunos países europeos en el ámbito de la Orientación Educativa y Profesional.

Los modelos de explicación para las novedades del desarrollo

Este trabajo examina los marcos epistémicos y su modus operandi sobre los modelos explicativos en la psicología del desarrollo. En primer lugar, los rasgos del marco epistémico de la escisión y su intervención en el modo ?legítimo? de explicar las competencias, habilidades y funciones psicológicas. En segundo lugar, se muestran las dificultades de dicho modelo, aún predominante entre los investigadores, cuando se pretende dar cuenta de la emergencia de comportamientos, sistemas conceptuales y funciones que son estrictamente novedosas, esto es, que no están dadas dentro del aparato mental ni fuera del propio proceso. En tercer lugar, se exploran las características de una explicación sistémica para dichas novedades, enmarcándola en una ontología y una epistemología relacional. Se identifican las características del modelo sistémico y se evalúa su eficacia respecto de la emergencia de sistemas conceptuales y funciones psicológicas nuevas en el desarrollo. Finalmente, se identifican dos versiones de dicha explicación: el sistema complejo del constructivismo y la perspectiva vigotskyana de la explicación, estableciendo una fuerte diferencia respecto de un sistema de interacciones no dialéctico

Society, family and learning. The role of home literacy environments

This paper explores the relation between society, family, and learning. In particular, it addresses the features of home literacy environments in low income families and their impact on children's pre-literacy skills and knowledge. Sixty-two four/five-year-old children and their mothers were randomly selected for this study. The mothers were interviewed using an adaptation of a family literacy environment survey (Whitehurst, 1992). The children were assessed with specific tests to examine the scope of their 'early literacy'. The results revealed significant variability in the features and practices of home literacy environments as well as in the children's emerging pre-literacy skills and knowledge. The correlation between the two variables shows low to moderate statistical significance. The implications of such findings are discussed. Additionally, the purpose of isolating relevant features of the children and their home environments is to identify specific indicators related to the literacy fostering process. Ultimately, the goal is to design adequate, timely, and systematic intervention strategies aimed at preventing difficulties related to written language learning in children that could be considered at risk.

Los modelos de explicación para las novedades del desarrollo

Este trabajo examina los marcos epistémicos y su modus operandi sobre los modelos explicativos en la psicología del desarrollo. En primer lugar, los rasgos del marco epistémico de la escisión y su intervención en el modo ?legítimo? de explicar las competencias, habilidades y funciones psicológicas. En segundo lugar, se muestran las dificultades de dicho modelo, aún predominante entre los investigadores, cuando se pretende dar cuenta de la emergencia de comportamientos, sistemas conceptuales y funciones que son estrictamente novedosas, esto es, que no están dadas dentro del aparato mental ni fuera del propio proceso. En tercer lugar, se exploran las características de una explicación sistémica para dichas novedades, enmarcándola en una ontología y una epistemología relacional. Se identifican las características del modelo sistémico y se evalúa su eficacia respecto de la emergencia de sistemas conceptuales y funciones psicológicas nuevas en el desarrollo. Finalmente, se identifican dos versiones de dicha explicación: el sistema complejo del constructivismo y la perspectiva vigotskyana de la explicación, estableciendo una fuerte diferencia respecto de un sistema de interacciones no dialéctico

Society, family and learning. The role of home literacy environments

This paper explores the relation between society, family, and learning. In particular, it addresses the features of home literacy environments in low income families and their impact on children's pre-literacy skills and knowledge. Sixty-two four/five-year-old children and their mothers were randomly selected for this study. The mothers were interviewed using an adaptation of a family literacy environment survey (Whitehurst, 1992). The children were assessed with specific tests to examine the scope of their 'early literacy'. The results revealed significant variability in the features and practices of home literacy environments as well as in the children's emerging pre-literacy skills and knowledge. The correlation between the two variables shows low to moderate statistical significance. The implications of such findings are discussed. Additionally, the purpose of isolating relevant features of the children and their home environments is to identify specific indicators related to the literacy fostering process. Ultimately, the goal is to design adequate, timely, and systematic intervention strategies aimed at preventing difficulties related to written language learning in children that could be considered at risk.

Los modelos de explicación para las novedades del desarrollo

Este trabajo examina los marcos epistémicos y su modus operandi sobre los modelos explicativos en la psicología del desarrollo. En primer lugar, los rasgos del marco epistémico de la escisión y su intervención en el modo ?legítimo? de explicar las competencias, habilidades y funciones psicológicas. En segundo lugar, se muestran las dificultades de dicho modelo, aún predominante entre los investigadores, cuando se pretende dar cuenta de la emergencia de comportamientos, sistemas conceptuales y funciones que son estrictamente novedosas, esto es, que no están dadas dentro del aparato mental ni fuera del propio proceso. En tercer lugar, se exploran las características de una explicación sistémica para dichas novedades, enmarcándola en una ontología y una epistemología relacional. Se identifican las características del modelo sistémico y se evalúa su eficacia respecto de la emergencia de sistemas conceptuales y funciones psicológicas nuevas en el desarrollo. Finalmente, se identifican dos versiones de dicha explicación: el sistema complejo del constructivismo y la perspectiva vigotskyana de la explicación, estableciendo una fuerte diferencia respecto de un sistema de interacciones no dialéctico

Society, family and learning. The role of home literacy environments

This paper explores the relation between society, family, and learning. In particular, it addresses the features of home literacy environments in low income families and their impact on children's pre-literacy skills and knowledge. Sixty-two four/five-year-old children and their mothers were randomly selected for this study. The mothers were interviewed using an adaptation of a family literacy environment survey (Whitehurst, 1992). The children were assessed with specific tests to examine the scope of their 'early literacy'. The results revealed significant variability in the features and practices of home literacy environments as well as in the children's emerging pre-literacy skills and knowledge. The correlation between the two variables shows low to moderate statistical significance. The implications of such findings are discussed. Additionally, the purpose of isolating relevant features of the children and their home environments is to identify specific indicators related to the literacy fostering process. Ultimately, the goal is to design adequate, timely, and systematic intervention strategies aimed at preventing difficulties related to written language learning in children that could be considered at risk.

Digital and Social Inequalities : A Qualitative Assessment of the Impact of the Connecting Equality Program on Argentinean Youth

This paper focuses on the ties between social and digital inequalities among Argentinean youth. It uses a qualitative approach to explore different aspects of the everyday lives of adolescents, such as sociability, leisure time and family use of Information and Communication Technologies (ICTs), in order to assess the impact of the Connecting Equality Program (Programa Conectar Igualdad, PCI) on reducing digital inequalities and fostering social inclusion. What were the existing conditions of access for students and their families when the PCI was first implemented? What influence does the implementation of the PCI have on the individual, family and scholastic appropriation of ICTs? How does the use of computers and the Internet vary among youth? Has this large-scale incorporation of netbooks in schools, and especially homes and free time changed it in any way? Does the appropriation of ICTs through student participation in the PCI contribute to material and symbolic social inclusion? In order to answer these questions, we compare the processes of ICT appropriation among lower and middle class adolescents, focusing on the distinctive uses and meanings assigned to computers and the Internet by boys and girls in their daily lives. For this purpose we analyze data collected through semi-structured interviews in two schools in Greater La Plata, Argentina during 2012. The main findings show that in terms of access, skills and types of use, the implementation of the PCI has had a positive impact among lower class youth, guaranteeing access to their first computers and promoting the sharing of knowledge and digital skills with family members. Moreover, evidence of more diverse and intense use of ICTs among lower class students reveals the development of digital skills related to educational activities. Finally, in terms of sociability, having a personal netbook enables access to information and cultural goods which are very significant in generating ties and strengthening identities and social integration

Digital and Social Inequalities : A Qualitative Assessment of the Impact of the Connecting Equality Program on Argentinean Youth

This paper focuses on the ties between social and digital inequalities among Argentinean youth. It uses a qualitative approach to explore different aspects of the everyday lives of adolescents, such as sociability, leisure time and family use of Information and Communication Technologies (ICTs), in order to assess the impact of the Connecting Equality Program (Programa Conectar Igualdad, PCI) on reducing digital inequalities and fostering social inclusion. What were the existing conditions of access for students and their families when the PCI was first implemented? What influence does the implementation of the PCI have on the individual, family and scholastic appropriation of ICTs? How does the use of computers and the Internet vary among youth? Has this large-scale incorporation of netbooks in schools, and especially homes and free time changed it in any way? Does the appropriation of ICTs through student participation in the PCI contribute to material and symbolic social inclusion? In order to answer these questions, we compare the processes of ICT appropriation among lower and middle class adolescents, focusing on the distinctive uses and meanings assigned to computers and the Internet by boys and girls in their daily lives. For this purpose we analyze data collected through semi-structured interviews in two schools in Greater La Plata, Argentina during 2012. The main findings show that in terms of access, skills and types of use, the implementation of the PCI has had a positive impact among lower class youth, guaranteeing access to their first computers and promoting the sharing of knowledge and digital skills with family members. Moreover, evidence of more diverse and intense use of ICTs among lower class students reveals the development of digital skills related to educational activities. Finally, in terms of sociability, having a personal netbook enables access to information and cultural goods which are very significant in generating ties and strengthening identities and social integration

Digital and Social Inequalities : A Qualitative Assessment of the Impact of the Connecting Equality Program on Argentinean Youth

This paper focuses on the ties between social and digital inequalities among Argentinean youth. It uses a qualitative approach to explore different aspects of the everyday lives of adolescents, such as sociability, leisure time and family use of Information and Communication Technologies (ICTs), in order to assess the impact of the Connecting Equality Program (Programa Conectar Igualdad, PCI) on reducing digital inequalities and fostering social inclusion. What were the existing conditions of access for students and their families when the PCI was first implemented? What influence does the implementation of the PCI have on the individual, family and scholastic appropriation of ICTs? How does the use of computers and the Internet vary among youth? Has this large-scale incorporation of netbooks in schools, and especially homes and free time changed it in any way? Does the appropriation of ICTs through student participation in the PCI contribute to material and symbolic social inclusion? In order to answer these questions, we compare the processes of ICT appropriation among lower and middle class adolescents, focusing on the distinctive uses and meanings assigned to computers and the Internet by boys and girls in their daily lives. For this purpose we analyze data collected through semi-structured interviews in two schools in Greater La Plata, Argentina during 2012. The main findings show that in terms of access, skills and types of use, the implementation of the PCI has had a positive impact among lower class youth, guaranteeing access to their first computers and promoting the sharing of knowledge and digital skills with family members. Moreover, evidence of more diverse and intense use of ICTs among lower class students reveals the development of digital skills related to educational activities. Finally, in terms of sociability, having a personal netbook enables access to information and cultural goods which are very significant in generating ties and strengthening identities and social integration