Page 76 - Special Topic Session (STS) - Volume 1

STS384 Terán, Teresita

Statistical literacy in the digital age in Argentina
Terán, Teresita
National University of Rosario. Rosario. Santa Fe Province. Argentina

Abstract
The teaching of Statistics must take place in a new social context, due to the
vertiginous changes that are taking place in this digital age. Developing
countries do not have the technological elements to carry out this process, so
teachers must design teaching strategies to facilitate learning through
information and communication technologies (ICT). In Argentina in 2010, the
Government presented an initiative focused on recovering and valueing public
education, with the objective of democratizing access to technological
resources and to statistical knowledge. In the university context, the situation
is different. They have mostly computer rooms with computers for teachers to
develop their classes of Statistics. Most of them have virtual campuses and
web pages. We believe that the recent development of digital technologies in
Statistics makes it possible to expand traditional learning environments with a
virtual space that, when used appropriately, allows time and space to be added
to face-to-face learning environments.

Keywords
Information and communication technologies (ICT); Web pages; Virtual
campuses

1. Introduction
Nowadays, it is not enough to be well informed, it is necessary to be able
to reach the levels of competencies necessary to function at work and in
society. Knowledge is the main source of developing and Information and
Communication Technologies (ICT) are the most effective tools for its
production and dissemination (Castells 2001). The inclusion of ICT with virtual
learning models in the educational world (Zambrano, 2006) has turned out to
be a complex process, involving the generation of actions in favor of the
training and development of digital skills for both the teacher and the student.
In the field of education, necessary literacies are proposed to develop
knowledge in society (Voogtz and Knezek, 2008): literacy of multimodal
information processing, to deal with multiple media; in navigation, to know
when and why there is a need for information; in interpersonal
communication; visual, which encodes, evaluates, uses and creates images;
hyperalphabetization, which manages representations of nonlinear

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