Policies of digital inclusion in the teachers’ training

Abstract

In this article we propose to address some tensions engendered by the mandate to incorporate policies of digital inclusion in the teachers’ training. Drawing on the theoretical perspective of Policy Cycle Analysis proposed by Stephen Ball, different aspects and levels of implementation of the policies at stake are problematized. Based on the analysis of documentary, bibliographic and secondary sources, we analyse different dimensions that account for the discursive components and institutional arrangements proposed by educational policies for the incorporation of digital technologies in teaching practices at higher education. Finally, we claim that digital inclusion in the teachers’ training requires/supposes the pedagogical use of ICT in the pedagogies of earlier education. We therefore propose a reconceptualisation of this notion, indicating some theoretical and methodological postulates developed in previous research.