Brecha digital y nuevas formas académicas en la escuela rural española durante el confinamiento

Álvarez, Carmen Álvzarez; Prieto, Francisco Javier García

doi:10.5565/rev/educar.1250

Cited by 19 publications

(9 citation statements)

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“…This perception is due to the context linked to the Students' family environment, such as the availability of technological equipment and the economic situation. Similar research in rural Spain indicates a 30% digital divide among students during confinement (Álvarez-Álvarez and García Prieto, 2021).…”

Section: Introductionsupporting

confidence: 62%

Digital competencies of Peruvian teachers in basic education

et al. 2022

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Digital teaching competence is directly related to the knowledge, use of Information and Communication Technologies (ICTs). Its use in educational contexts and processes seeks to integrate technology and pedagogy. The objectives of this study are to evaluate the level of Digital Teaching Competencies (DTCs) possessed by basic education (BE) teachers in different Peruvian schools and their comparison by competency area, considering sociodemographic factors. The research responds to a quantitative methodological approach. A non-experimental design of a comparative descriptive type was used, and a non-probabilistic purposeful sampling was applied. A total of 3,142 BE teachers participated in the study, including the educational levels of preschool (0–5 years), primary school (6–11 years), and Secondary school (12–16 years), belonging to public institutions located in rural and urban areas of the province of Arequipa (Peru). The instrument developed in the European Framework of Digital Competence, DigCompEdu Check-In, was applied. This instrument aimed to measure teachers’ level of competence in the digital domain. The main results show that a more significant number of teachers present an Integrator competence level (B1), followed by the Expert level (B2), and the Explorer level (A2). Furthermore, low percentages are observed in the most advanced leadership levels, Leader (C1) and Pioneer (C2), in the use of ICTs. The results obtained suggest implementing new strategies to improve DTCs. Based on critical conceptions, technology constitutes an essential tool for education in the twenty first century.

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Section: Introductionsupporting

confidence: 62%

Digital competencies of Peruvian teachers in basic education

et al. 2022

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“…In disadvantaged rural sectors, it is a fundamental element in the construction and generation of cooperative and associative forms of social capital, which are transformed into resources and benefits for the inhabitants [ 20 ]. An interest in science, technology, and mathematics is engendered at an early age, and it is essential that all children, regardless of their educational context, participate in early experiences that awaken their interest in and knowledge about these areas [ 5 ], avoiding a territorial gap that denies development opportunities to rural students and limits their development opportunities [ 9 ].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Typically, a single teacher is in charge of the entire school, conducting the teaching processes for all students. The nature of multigrade teaching brings significant challenges under the current requirements of 21st-century citizenship that still need to be fully addressed [ 1 , 8 , 9 ].…”

Section: Introductionmentioning

confidence: 99%

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Robotics Education in STEM Units: Breaking Down Barriers in Rural Multigrade Schools

Inostroza

Medina-Paredes

Aguilera

et al. 2022

Sensors

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We report a novel proposal for reducing the digital divide in rural multigrade schools, incorporating knowledge of robotics with a STEM approach to simultaneously promote curricular learning in mathematics and science in several school grades. We used an exploratory qualitative methodology to implement the proposal with 12 multigrade rural students. We explored the contribution of the approaches to the promotion of curricular learning in mathematics and science and the perceptions of using robotics to learn mathematics and science. As data collection techniques, we conducted focus groups and semi-structured interviews with the participants and analyzed their responses thematically. We concluded that the proposal could contribute to meeting the challenges of multigrade teaching. Our findings suggest that the proposal would simultaneously promote the development of curricular learning in mathematics and science in several school grades, offering an alternative for addressing various topics with different degrees of depth.

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“…Los resultados muestran que la presencia de las TIC ha crecido significativamente en los últimos años y que puede producir cambios en los procesos de enseñanza y aprendizaje como vehículo para la innovación educativa(Cox, 2008). Del Moral Pérez, et al (2014 pone de manifiesto que a pesar de su potencial innovador de las tecnologías y los recursos digitales su uso varía de forma considerable dependiendo de los docentes, concretamente de su formación específica, interés e implicación y nivel de competencia digital(Álvarez- Álvarez & García-Prieto, 2021; Wang et al., 2019). Por un lado, se muestra como en muchos casos todavía se sustituye el libro de texto por los materiales en línea(Kasperiuniene & Daukilas, 2017) sin que implique ningún cambio metodológico, desaprovechando el recurso.…”

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Los recursos tecnológicos en las aulas multigrado de la escuela rural: Una revisión sistemática

Carrete-Marín

Peñafiel

2021

Rev. Bras. Educ. Camp.

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Este artículo tiene como objetivo exponer el estado del arte de los recursos digitales y tecnológicos utilizados en los procesos de enseñanza y aprendizaje en las escuelas rurales. Estos han de promover la transformación digital y un modelo educativo inclusivo, flexible, que permita la cooperación y una educación abierta. Su uso ha de contribuir a la mejora de la didáctica multigrado y a reducir la brecha digital. Se realiza una revisión sistemática a nivel internacional de los artículos publicados en los últimos diez años en revistas indexadas en las bases de datos Scopus y Web of Science. De un total de 671 trabajos identificados en el campo de la educación rural, se analizaron los referentes a los recursos digitales en base a unos criterios de selección (N=18). Los primeros resultados muestran la necesidad de crear recursos que permitan el trabajo multigrado y en línea, desarrollando la competencia digital de los alumnos, teniendo en cuenta la idiosincrasia de las escuelas rurales. También el establecimiento de redes de apoyo al profesorado, compartiendo recursos y mejorando la formación permanente en tecnologías emergentes para la innovación educativa. Las conclusiones refieren a oportunidades relativas al uso de recursos educativos abiertos y plataformas de crowdsourcing.

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Brecha digital y nuevas formas académicas en la escuela rural española durante el confinamiento

Cited by 19 publications

References 19 publications

Digital competencies of Peruvian teachers in basic education

Digital competencies of Peruvian teachers in basic education

Robotics Education in STEM Units: Breaking Down Barriers in Rural Multigrade Schools

Los recursos tecnológicos en las aulas multigrado de la escuela rural: Una revisión sistemática

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