Since its founding in 1997, the Berkman Center has been at the forefront of the field of Internet and Society, pursuing a unique mix of interdisciplinary scholarship and engagement with legal and policy issues. We are home to a diverse group of scholars, policy experts, and advocates focused on the identification of emerging problems related to digitally-networked society and the search for solutions. We are committed to tackling the most important challenges of the digital age, to think big, to act with ambition and humility, to maintain academic rigor while keeping a focus on tangible real-world impact, and to serve the public interest. At its foundation, the Berkman Center informs and engages in the public interest through four core activities: conducting research, building tools and platforms, education, and creating and cultivating networks. {cyber.law.harvard.edu} Youth and Media encompasses an array of research, advocacy, and development initiatives around youth and digital technology. Located at the Berkman Center for Internet & Society, Youth and Media draws on the knowledge of and experience with various interdisciplinary backgrounds, including psychology, ethnography, sociology, education, media theory, and the law. Through these combined approaches, Youth and Media centers the voices and experiences of youth to research and cultivate the creative, educational, and revolutionary possibilities of youth activity in digital space while addressing the genuine concerns that come with living life online. {youthandmedia.org} Digitally Connected is a collaborative initiative between UNICEF and the Berkman Center building upon a multi-year partnership for analysing digital and social media growth and trends among children and youth globally. Digitally Connected is a network consisting of academics, practitioners, young people, activists, philanthropists, government officials, and representatives of technology companies from around the world. Together, they are addressing the challenges and opportunities children and youth encounter in the digital environment. {digitallyconnected.org} UNICEF promotes the rights and wellbeing of every child, in everything we do. Together with our partners, we work in 190 countries and territories to translate that commitment into practical action, focusing special effort on reaching the most vulnerable and excluded children, to the benefit of all children, everywhere. {unicef.org} Voices of Youth is UNICEF's global digital engagement portal for children and young people. Recognizing and building on the opportunities for advancing children's rights in a digital era, Voices of Youth is a space where the voices of children and young people on issues that matter to them can be heard, and where learning, sharing, inspiration and cross-cultural exchange is actively encouraged. {voicesofyouth.org} Youth and Media
En el presente capítulo hemos puesto el énfasis en algunas cuestio- nes que habría que debatir y analizar entre profesorado y alumnado de universidad, sobre todo en aquellas facultades de Educación que forman a los futuros educadores, maestros y maestras de Educación Primaria y Secundaria. Mediante estas preguntas, proponemos que docentes y estudiantes puedan analizar en conjunto las consecuencias de la creciente digitalización de la educación. A la vez, buscamos favo- recer una comprensión más sensata sobre los límites y las posibilidades del uso de tecnologías digitales en el sistema educativo, lo cual resulta esencial para que profesorado y alumnado puedan reconstruir expe- riencias representativas y enriquecedoras de aprendizaje para el futuro.
His main area of expertise focuses on the educational integration of digital technologies, considering the complexity of teaching and learning processes in different contexts and in complex organizations such as schools and universities. In this process, his main interests have been to explore how the change driven by digital technologies is transforming educational policies and the ways in which young people learn, relate and value knowledge and their constitution as citizens in the digital society.
The almost compulsory and compulsive use of digital platforms through which the university community connects to knowledge, research, teaching andmanagement activities has intensified in the pandemic. Faced with this challenge, higher education institutions must address fundamental questions about learning ina postdigital landscape. This chapter explores how universities have created or adapted research centres to deal with data generation in their day-to-day activities.Although the centres analysed in this chapter have different profiles and expertise, they all seek to better prepare higher education institutions to cope with the datafication of society manifested in different ways (e.g. digital inclusion, artificial intelligence, privacy, ethical use of data, etc.). Based on a co-design and virtual ethnography, this work is structured in two phases: (1) identification and analysis of31 websites affiliated to university datafication centres and (2) selection and deepening on four core dimensions of work of these centres. These comparative results highlight global trends, research agendas and priorities, but also illustrate the need to move towards a more multidisciplinary approach, understanding data notonly as “tools” but also as “subjects” with an increasingly economical and symbolic power.
<span style="color: #000000; font-family: Times; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">Ante la pandemia global y el confinamiento obligatorio, jóvenes estudiantes se han debido quedar en sus hogares y continuar con sus actividades escolares de forma remota. Las propuestas de continuidad escolar han variado en todo el mundo, lo que ha visibilizado las desigualdades sociales con las que ya convivimos previamente. Las experiencias de los estudiantes de educación secundaria (donde está puesto el foco de este artículo) han sido heterogéneas, pero hay algo que las unifica: todos extrañan la escuela, incluyendo lo bueno y lo malo. La necesidad de encontrar un sentido a la educación escolar se ha potenciado con la pandemia, pero las voces de los jóvenes han estado ausentes. Entonces, ¿cómo podemos pensar en el futuro de la escuela sin saber cómo el estudiantado ha experimentado el confinamiento? o acaso ¿sabemos qué han aprendido durante este tiempo? De hecho, ¿cómo podemos pensar el futuro, sin conocer la opinión de quienes lo protagonizarán? Respecto a la escuela, ¿para qué estudiamos en un mundo marcado por la incertidumbre? ¿Para qué vamos y seguiremos yendo a la escuela? ¿Cómo podrán los jóvenes atribuirle sentido a la escuela en esta era en donde todo parece resignificarse? A partir de una revisión de la literatura pertinente y de las propias voces de jóvenes que han vivido el confinamiento, el presente artículo intenta dar respuesta a estas interrogantes.</span>
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