The matter of teacher training in 1-1 projects: The case of "Innovative Schools", "Connecting equality" programme, Argentina

Abstract

This article recounts one particular experience of state secondary schools in Argentina. This experience describes the in-service teacher training for the so-called OLPC (One Laptop per Child) project carried out in 2011. It shows that training and support for teachers should be seen as in-service training and to have an institutional sense.  Some issues to consider emerge from this experience: the importance of a school management team, the validation of social networks in terms of new communication formats, the role of students as agents of change in classroom practice and  the importance of emotions in innovation in situations such as these where the profile of the educational community is being changed.