Abstract

LEMUS, Magdalena. Simulators, motivated and self-taught: young people and learning in digital technologies. Propuesta educativa (Online) [online]. 2020, n.53, pp.86-98. ISSN 1995-7785.

In this paper we analyze the connections between social class and learning to use digital technologies. Our main goal is to identify how access to different kind of digital devices and social and family support can help formal and informal learning during lifetime.

Our methodology was based on the biographical approach and we conducted several biographical interviews with teenagers from three different secondary schools in La Plata. In doing this, we identified a diverse array of meaningful learning practices and situations among youngsters.

Our main findings indicate that access to different digital devices during lifetime as well as family, school and friend support are key elements that shape learning on digital technologies. In particular, informal learning situations based on simulation and problem solving have demonstrated to be meaningful and encouraging for further learning. Also, self-motivation and interest driven practices have been at the core of informal learning on digital technologies.

Keywords : Learning; Young people; Trajectories; Appropriation; Digital technologies.