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Three case studies were selected from two research projects. Each case study representing three individuals. These studies were analyzed through an ethnographic approach using indepth interviews and participant observation. The constant comparative method was used, supported by ATLAS.ti 7 qualitative analysis software. The 1:1 policies excluded the family context and the development of digital competence was heavily dependent on the opportunities provided at school. The results indicated that these policies did not reduce inequality because advanced learning experiences with information and communication technology were not provided at school.  \nKeywords: Digital competence; Digital literacy; Primary education; Exclusion ; 1:1 computing  \nRésumé  \nPrès d'une décennie après l'incorporation massive de la technologie dans les écoles de Galice, en Espagne, basée sur des programmes informatiques individualisés (1:1), où les enseignants et les élèves ont accès à des ordinateurs portables, cette étude a exploré les effets de la technologie sur la vie des enfants en situation d'exclusion socioculturelle et économique. Trois études de cas ont été sélectionnées à partir de deux projets de recherche. Chaque étude de cas représente trois individus. Ces études ont été analysées par une approche ethnographique utilisant des entretiens approfondis et  \nl'observation des participants. La méthode comparative constante a été utilisée, soutenue par le logicield'analyse qualitative ATLAS.ti 7. Les politiques individualisés (1:1) excluaient le contexte familial et le développement de la compétence numérique dépendait fortement des possibilités offertes à l'école. Les résultats indiquent que ces politiques n'ont pas réduit les inégalités car les expériences  \nCJLT/RCAT Vol. 48 (2)  \nd'apprentissage avancées avec les technologies de l'information et de la communication n'étaient pas proposées à l'école.  \nMots-clés : Compétence numérique ; Alphabétisation numérique ; Enseignement primaire ; Exclusion ;  \nInformatique individualisée 1:1  \nIntroduction  \nDigital technologies have become essential resources in the digital era. In this context, there is a clear and urgent need to train citizens for a digital environment. This means learning to consume and to produce media message, creating and expressing yourself with digital technology, and knowing how to act in the digital sphere.  \nIn recent years, the European Union (EU) has advanced in defining digital literacy as an element for the convergence of different literacies, such as information technology literacy, information literacy, technological literacy, media literacy, and visual literacy (Martin, 2006) . Some of these, including technological literacy (Martin, 2008; Martin & Grudziecki, 2006) have a long tradition, which has been reinforced in the current digital context with supportive elements that provide a current and valid frame of reference (Breuch, 2002) . European Union educational systems require digital competency training for students. Progress has been made to concisely define digital competence via frameworks such as The Digital Competence Framework for Citizenship (Ferrari, 2013) and its updated version the DigComp 2.2 (Vuorikari et al., 2022) ; a specific version of digital competence for educational environments called DigcompEdu (Redecker ","cbCaisERPTTHUklY","https://ap.wps.com/l/cbCaisERPTTHUklY","pdf",136693,18,"English","# Abstract\n## Introduction\n## Digital competence frameworks and policy context\n## Research approach and findings","[{\"question\":\"What was the focus of the study on 1:1 computing in primary schools?\",\"answer\":\"The study examined the effects of 1:1 computing on children’s lives, specifically in situations of socio-cultural and economic exclusion.\"},{\"question\":\"How were the case studies selected and analyzed?\",\"answer\":\"Three case studies were selected from two research projects. They were analyzed ethnographically using in-depth interviews and participant observation, using the constant comparative method supported by ATLAS.ti 7.\"},{\"question\":\"What did the results indicate about the impact of 1:1 policies on inequality?\",\"answer\":\"The results indicated that the policies did not reduce inequality because schools did not provide advanced learning experiences with information and communication technology.\"}]","Digital Competence in Primary Education and the Limits of 1:1 Computing - Abstract - Research Findings | PDF",1792086785,45]