Table 1 Inductive coding categories and subcategories.
From: Digitalisation and poverty in Latin America: a theoretical review with a focus on education
Categories | Subcategories | Codes |
|---|---|---|
A capital model vs. a humanistic model of digitalisation | ICTs as economic return | Benefits |
Production | ||
Instrumental uses | ||
ICTs and identity | Expression | |
Recognition | ||
Subjectivity | ||
Human relations | ||
Social capital | ||
ICTs and production of meaning | Cultural construction and interpretation | |
Social and symbolic integration | ||
A Social vs individual function of ICTs | Social role of ICTs | Common good |
Social technological appropriation | ||
Development | ||
Inequality | ||
Creation of social content | ||
E-government | ||
Individualism | Individual entertainment | |
Individual consumption of content | ||
Atomism/fragmentation | ||
Sociocultural vs. individual perspectives of ICTs | Contextual/sociocultural factors | Social perception and assessment of technology |
Discourses justifying ICTs | ||
Social learning | ||
Technology socialisation agents | ||
Mediation by teachers | ||
Community expectations of ICTs | ||
Social appropriation of technology | ||
Domestication of technology | ||
Individual freedom | Self-determination | |
Agency | ||
Critical literacy | ||
A Liberal-proceduralist vs. communitarian-substantialist model of technology | Obstacles to appropriation | Negative liberty |
Connectivity | ||
Technological infrastructure | ||
Costs | ||
Lack of technological training | ||
Instructional/means-based approach to technology | ICTs for the exercise of freedom | |
ICTs as a means | ||
Indeterminacy of ICTs | ||
Substantial vision of ICTs | Positive liberty | |
ICTs as an end | ||
ICTs for objectives/goods | ||
ICTs as content | ||
Contextualised technological appropriation | Incorporation of ICTs for local aims | |
Situational approach to ICTs |
