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We propose to recognize that the authors on the applicability of digital devices in Peruvian education usually leave important gaps in terms of specific strategies regarding the pedagogical situation. We use a qualitative approach on “discourse analysis”, at a descriptive and documentary level, and found regional and national conceptualizations related to an excessively theoretical disciplinary construction, which usually ignores educational contexts where the use of technological devices could become tools. We concluded about a predominance of a type of analysis that provides relatively little utility to the student/ teacher/educational context relationship, in times of paradigm changes. [ABSTRACT FROM AUTHOR]

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