Laboratory or computer cabinet model
This model was born in the mid-1980s (between 1985-1990) and is the result of economic and pedagogical initiatives. This project involved two modalities: as didactic support in the classroom and for teaching LOGO and BASIC.
Within the pedagogical framework, the laboratory model was included in a specific computer science subject that taught how to use some programs. The classes were carried out by engineers or technicians in the computer science area or occasionally were used by teachers who proposed a specific activity to be carried out with the machines. The laboratory model makes it possible to distribute a considerable number of students per team, each group sitting in front of the machines and with their backs to the teacher and each other (usual configuration). This positional structure has a strong importance in promoting individual work. Also, students receive instructions aimed at developing keyboarding skills, acquire basic knowledge about the operation of the different parts of computers, practice with word processors and perhaps learn some programming, using a language such as BASIC.
It should be noted that the classrooms were equipped by teams from different generations, so not all devices had the same functions. This heterogeneity of teams thus reflected a disparity of knowledge in the school group. This model was widely used in Argentina and in other countries it was highly criticized because it did not manage to integrate the curriculum and was restricted to the use of some teachers. It also highlights operational difficulties in the school, that is, the use of these spaces depends on the authorization of certain actors in the institution.
1 to 1 model
The first experience of this project took place in Uruguay, through the Ceibal Plan (Educational Connectivity of Basic Computing for Online Learning).
In Argentina, it emerged in the 1990s, the first province to participate in this model was San Luis, in charge of the “All the boys on the Internet” project. This project consisted of delivering computers to primary school children, who had school support software in certain locations in the province, rural and semi-rural areas, and a laptop to each school teacher, who also had to be trained. The project obtained good results, in its function of relating students and teachers to technologies. This shows that such an initiative is effective in bridging the digital divide in access to new technologies for the poorest sectors.
In the province of Río Negro, like the province mentioned above, this model consists of the distribution of portable computing equipment to students and teachers individually,[34] in such a way that each one will be able to perform multiple tasks—search for information, read texts, consult books, view images, take photographs, among others—get personalized, unlimited direct access—the equipment is not shared—and ubiquitous—content is produced and consumed anywhere—which facilitates work inside and outside the class and the mobility of jobs. in the classroom.
The objective of this project is to optimize educational quality and train young people in secondary schools. In addition, students will have the possibility of handling large volumes of information and the individual use of the devices allows them to continue tasks both inside and outside the classroom.
However, the model is successful when it responds to a need in the teaching-learning process; when there is a basic level of technological culture that ensures its effective use and when it is possible to guarantee the provision of devices to all students and not only to a part or sector of them. There is a manual to get started in the 1 to 1 model where we will find the infinite productions that can be worked on in the classroom.[35].
It should be noted that with the implementation of the 1 to 1 model, there was a change in the role of the teacher, in terms of his role as transmitter of information and holder of knowledge, that is, he was no longer the only source of information, students began to have a more active role, going from mere receivers and accumulators to producing and managing their knowledge. With their laptops they have the possibility of accessing different sources of information with the purpose of constructing their own knowledge autonomously at school with the guidance of the teacher who becomes a facilitator, a knowledge intermediary or outside of it, promoting ubiquitous learning.[36].
A mobile digital classroom") is understood as a technological device with a modular structure.[37] The diversity of equipment and the possibility of it functioning autonomously or interconnected means that different formats can be acquired from the combination of its different components. Hence, a Mobile Digital Classroom is able to adapt to the diversity of pedagogical proposals that can be proposed at the Primary Level.[38].
This model is aimed at primary level educational institutions, whose objective is based on introducing students to the use of digital tools necessary to function in their future lives. An ADM is defined as a set of terminals and peripherals that can circulate throughout the school in a metal structure known as a "virtual cart." Within the institution, this model will make it possible—in some cases—to have classroom servers, Netbooks, routers, digital projectors, digital whiteboards, speakers, printers, photo cameras and pendrives, which is why a new classroom configuration arises.
Mobile learning provides an environment in which learners can ubiquitously negotiate meaning, reflecting and evaluating their own performance through real-time interaction and feedback. Oral communication through cell phones is a powerful tool to develop oral competence in the second language.[39].
Communication through mobile phones is an available resource where interactions between student, task and virtual environment, together with the ubiquitous, spontaneous and personalized characteristics of these devices.[39].