This document summarizes a study on digital inclusion in rural Portuguese communities between 2009-2010 and 2013. It finds: 1. In the initial period, families enthusiastically adopted laptops distributed by the government but teachers did not fully integrate them into learning. Over time, laptop use shifted to leisure as internet access expanded. 2. By 2013, internet access via smartphones and social media had grown while laptop distribution ended, worsening inequality. Teachers received some training but used technology mainly for instruction rather than learning. 3. Ending laptop distribution, combined with declining home internet access, stalled digital inclusion progress. Both parents and teachers regretted losing the program for low-income families in rural areas.

1. She has the computer, but what for?
The changes of digital inclusion in rural
communities
Luísa Aires
CEMRI/Universidade Aberta

2. Overview
- Research Questions and Context
- Theoretical Framework
- Empirical Study
- Discussion: Comparative analysis
- Concluding Remarks.

3. Goal & Research Questions

4. • Goal
To investigate common
understandings and
contradictions in digital
inclusion in families and
schools in rural
communities.
• Research Questions:
‾ What are the experiences
associated to the use of digital
technologies and the Internet in
everyday life?
‾ In what ways were changes in the
routines of parents and teachers
influenced by the use of laptops
and the Internet at home and at
school?
‾ What changes in the educational
use of computers at primary school
and at home can be identified over
the past 4 years (ETP and after)?

5. Time: TPE
Technological Plan
for Education
(Magalhães/
Magellan Initiative)
2009-2010
2013

6. Places: ObLID Network

7. Theoretical Framework

8. Theoretical Framework
Digital Access
• Refers only to the ease
with which a subject can
gain access to the
technology.
• 1st digital divide: those
who have and those who
do not have (Warschauer,
2002; Hargittai, 2010).
Digital Inclusion
• Concerns the development of
know-how and skills that
enable individuals and groups
to participate in collective life
(Azevedo & Seixas, 2011;
Cole, 1996; Warschauer,
2002; Hargittai, 2010; van
Dijk, 2005).
• 2nd digital divide: refers to
social participation, to
cultural practices by which
access is promoted, as well as
the building and sharing of
artifacts, contents, meanings.

9. Theoretical Framework
Domestication
• Emphasizes the integration
of technologies into the
family’s routines at home
(Silverstone, 1992).
ACTIVITY THEORY
• Provides a flexible frame in
which to study different
aspects of educational
technology (Blunden, 2013;
Cole & Engeström, 1993;
Sweeny, 2010).
• Focuses on the processes by
which activities shape and are
shaped by the context of use
(Sweeney, 2010).
• Tension and contradiction -
Relevant concepts in this
study (Sweeney, 2010).

10. Empirical Study

11. Places: ObLID Network
• 2 Rural Communities
• North of Portugal

12. Parents and Teachers Interviewed
Interviewees
N Age Education Level Profession
1st phase:
2010
Mothers
Fathers
7
4
35–43
39–46
Year 6: 3
Year 9: 2
First degree: 2
Year 4: 1
Year 9: 1
Bachelor: 1
First degree: 1
Unemployed: 2
Domestic workers: 3
Cleaning lady: 1
Social assistant:1
Driver: 1
Bank clerk: 1
Police officer: 1
Technical designer:1
Teachers 13 35–54 First degree: 13
Total: 24
2nd phase:
2013
Mothers
Fathers
3
2
38–46
42–49
Year 9: 1
Year 4: 1
Bachelor: 1
First degree: 2
Business women: 2
Social assistant: 1
Police officer: 1
Technical designer: 1
Teachers 6 38–57 First degree: 6
Total: 12

13. Empirical Research Context
1st phase (2009-2010)
• To give voice to primary school parents and teachers on
the uses of digital technologies, in particular the
computer (Magalhães laptop) and the Internet, so as
• To understand the dynamics of appropriation of those
technologies at home and at school.
2nd phase (2013)
• To determine what had changed in the experiences with
technologies, at home and at school, in the time period
between these two phases.

14. Comparative Analysis

15. First Field Experiences, 2009-2010
The place of
technological devices at
home
The computer at school:
From talking to doing
The early days of the
domestication of the
Magalhães
The views of parents and
teachers on the use of
computers

16. - The place of technological devices at home
 Television: was part of the informants’ childhood
memories; it occupies a place of emotions marking
the organization of the family space, as well as the
relationships;
 Mobile phone: stood out for its utilitarian function;
 Computers and the Internet: teachers and parents
assigned them an important role in their daily family
life; Internet was still not quite present in the daily
lives of socially vulnerable parents.

17. - The early days of the “domestication” of the Magalhães
• The “Magalhães” laptop was mentioned as being an
accessible device with a prominent leisure role at
home.
On that day, he didn’t stop until he discovered everything he could, but
then . . . you know . . . (P0478, 35, Year 4)
They love it, they really love the computer. It’s true, they were so happy
(T11, 30, first degree)
• In some cases, the laptop enabled the first access to computers at
home and a intergenerational collaboration
She really insists—“Mom, seriously, you have to press here and there to
play”; that’s what she’s like . ” (P0485, 30, Year 6)
 Low level of Internet access at home.

18. - The computer at school: from talking to doing
 We found that there was a huge difference between
the teachers’ positive opinions about the pedagogical
value of the computer in teaching compared to the
lack of concrete practices mediated by the laptop at
school.
If everyone has one . . . Disadvantages, I don’t think so. . . . It has to be
supervised, like any other activity.” (T10, 36, first degree)
Once a week I tell them to bring the computer and, there . . . we use it
for . . . for the basics.” (T05,47, first degree)

19. - The views of parents and teachers on the use of
computers: A mismatch.
 The low level of the teachers’ involvement in the use
of the laptop (Magalhães) at school and its intensive
use at home were the topics of narratives in a setting
of mismatched expectations..
She has a computer, but what for? If I ask her ‘What do you do with the
computer?’—so far, the computer hasn’t been of any use to her.”
(P0486, 46, Year 4)
I know that . . . I’m sure they use it a lot, at least the parents.” (T02, 52,
first degree)

20. • Conflict and tension is an evident characteristic of
these narratives.
• we find a conflict between the social, educational and
leisure value of the laptop in terms of informal
practices of technology domestication in the household
and a devaluation of the laptop in school activities.
• In light of activity theory this tension may be an early
stage achieving innovative activities with digital
technologies (Sweeney, 2010).

21. Revisiting the field, 3 years later

22. New technological ecologies
Four profound changes had taken place affecting digital
access, literacy, and domestication:
1. The distribution of the locally made, stand-alone Magalhães laptops
had been halted due to a change of government.
2. 18 months earlier, new school centers equipped with digital technology
and Internet connectivity had replaced the 1960s school buildings, and
teachers had been given some training, albeit brief, aided by peer
assistance.
3. Facebook and mobile networks had come into general use in our
country.
4. The impact of the economic crisis had meant that many poor people
could no longer afford access to Internet connections, thus widening
the gap in digital access.

23. Internet Access and Web 2.0
 The Magalhães laptop had lost its central position in
the narratives of the interviewees, with a shift to
activity on the web.
 Practices associated with the Web 2.0, characterized
by participation and collaboration in social networks,
such as Facebook.
 The higher income parents interviewed also referred
to the use of mobile networks to access the Internet.

24. Suspension of the Magalhães Initiative
Both parents and teachers regretted the cancelation of the
Magalhães Initiative, especially for those from low-income
families:
I think it’s wrong [the suspension of the Magalhães], for the kids it is more
harmful, they lose out on a lot because of that. . . . With the computer at
home, they’ve studied things which the teacher didn’t teach them, that’s
why it was good for them. (P0486, 49, Year 4).
They’re no longer covered by the Magalhães. . . I think that’s just not right. .
.It’s not right that . . . students don’t have a Magalhães. It doesn’t help, does
it? It was a way for them to get some computer skills, right? If they don’t
have one, they’ll have to acquire those skills much later in life.” (T04, 49,
first degree).

25. Final Remarks
Contradictions and Tensions
1st phase
 Strong connection that families with no previous contact with
digital technology had made with the device.
 The laptop gained major importance in the family’s leisure time.
 Parents and children explored the laptop together and used it to
play and, in some cases, to develop technical skills.
 At school, the laptop was used only occasionally and teachers
had little commitment to the program.
 A lack of pedagogical competencies for the use of computers in
learning.

26. Final Remarks
2nd phase
 Significant increase in the use of the Internet and digital devices
at school (in a instrumental ICT perspective).
 Optimistic voices with regard to the integration of the technology
in teaching and learning practices.
 Ending of government investment in the distribution of laptops
to children, combined with decline in the already low level of
Internet access at homes - stalled the progress of digital
inclusion.
 Both parents and teachers regret the suspension of Magalhães
initiative, for poor families, in rural communities.

27. Final Remarks
• In the face of worsening inequality of digital access, measures
that aid the domestication of computer technology in
economically and educationally deprived households can
contribute to digital and social inclusion.
• Urgent shift on policies and conceptions about technology at
school: moving from ICT perspective to a knowledge and
learning perspective about digital technologies, framed by
an inclusive learning paradigm (Sancho, 2008).

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29. Thank you for your attention
luisa.aires@uab.pt
www.contemcom.org
www.uab.pt