New Faces of Digital Divide and How to Bridge It

Freiman, Viktor; Martinović, Dragana; Robichaud, Xavier

doi:10.4018/978-1-5225-2255-3.ch630

Cited by 5 publications

(5 citation statements)

References 23 publications

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“…Whether from a tablet device or through Internet connection, access to resources allows students to increase their hours of connectivity. This finding is in accordance with other investigations, in which it is shown that access to digital resources is a determining factor in the development of digital competence [44][45][46][47]. In fact, Italian students who can connect to the Internet anywhere because they have this service on their mobile phones also reach a higher level of competence.…”

Section: Discussionsupporting

confidence: 92%

Use of Information and Communication Technologies (ICTs) in Communication and Collaboration: A Comparative Study between University Students from Spain and Italy

2020

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The aim of this study is to determine the level of competence that university students from Spain and Italy have in the use of Information and Communication Technologies (ICTs) for communication and collaboration purposes. We also intend to identify possible differences and similarities between both countries, as well as factors associated with their competence that may lead to a digital gap. In order to fulfil these objectives, we performed a positivist exploratory study based on a quantitative methodology supported by a descriptive method with a survey design. The data collection is performed with a questionnaire, the data from which are analyzed through two statistical studies: a descriptive one and a causal one. The results show good competence from the students in this area, being somewhat higher in Italian students. We identified some of the factors associated with competence, such as Internet access or having a tablet. In conclusion, it is clear that politics on a global, national and local level are essential to the acquisition of digital competence, especially regarding the digital gap caused by access to resources. In this sense, governments must guarantee free and universal access to technology to all their citizens in order to diminish the digital gap between them.

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Section: Discussionsupporting

confidence: 92%

Use of Information and Communication Technologies (ICTs) in Communication and Collaboration: A Comparative Study between University Students from Spain and Italy

2020

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“…In terms of the impact on students, it is apparent that a digital divide persists as differences were observed by sex, purchasing power (availability of internet at home, number of computers and tablets) and digital practices (age of first use of electronic devices). This finding corroborates previous studies, which confirm the persistence of the digital divide both before (Pérez-Escoda et al, 2016; Freiman et al, 2018) and after the pandemic (Ong, 2020; Lai and Widmar, 2021). Public educational institutions must take each pupil’s situation into consideration and attempt to compensate for differences in digital skill levels.…”

Section: Discussionsupporting

confidence: 93%

Digital learning and public policy in schools: A transformative paradigm for a changing world

Llorent-Vaquero,

De Pablos-Pons,

Velez

2023

Policy Futures in Education

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This study explores models of digital learning in public educational institutions, focusing on good practices aimed at bringing about instrumental and methodological change, and encouraging the adoption of new values and greater social justice. It identifies challenges and opportunities to propose a dynamic model of public policy on digital education. Eighteen public educational institutions associated with good digital practices in Andalusia (Spain) participated in the study. Using a descriptive method with a survey design, three questionnaires were administered at the institutions. The results confirm the importance of collective practice in encouraging the introduction of digital technologies in educational institutions. The conclusions show that a participatory culture and innovative teaching initiatives can facilitate the digital integration, on which the proposed policy model is based. The study proposes a policy model based on how participatory culture and innovative teaching initiatives can facilitate digital integration in schools. This dynamic, reflexive policy model proposed can be adapted to emerging social changes and used by policymakers, management staff and teachers in primary and secondary education.

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“…El sexo, la edad, el nivel educativo, si poseen o no Internet en casa, si dispusieron de ultraportátil en la escuela, el número de ordenadores y tablets que tienen en su propio entorno o la edad en la que se iniciaron en el uso de algunos dispositivos, son elementos que marcan diferencias en relación a las emociones en el uso de las TIC. De esta forma, las emociones vinculadas al uso de las TIC en el alumnado, se aso- Freiman, Martinovic & Robichaud, 2018;Pérez-Escoda, Castro-Zubizarreta & Fandos-Igado, 2016;Schroeder, 2018). En resumen, tal y como se ha reflejado en la revisión bibliográfica, las emociones desempeñan un papel fundamental en la adquisición de cualquier meta (Hernández-Chérrez & Tayo, 2017;Reid, Thomson & McGlade, 2016;Zhang & Liu, 2016).…”

Section: Discusión Y Conclusionesunclassified

Las emociones en la interacción con la tecnología en el profesorado y el alumnado de centros con buenas prácticas TIC

Pons

Vaquero

2020

ESXXI

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El presente trabajo tiene como objetivo conocer las emociones que surgen de la interacción con las TIC en el profesorado y el alumnado de los centros educativos con larga trayectoria y Buenas Prácticas con TIC en Andalucía. Con esta finalidad, se realiza un diseño de corte cuantitativo con un método descriptivo y un diseño tipo encuesta. La muestra es de 18 centros educativos, en los cuales se indaga sobre las emociones del profesorado y el alumnado a través de dos cuestionarios con escalas tipo Likert. Los resultados muestran que las emociones más comunes en el uso de las TIC en ambos colectivos son el bienestar y satisfacción y el orgullo mientras que la disminución de la frustración es la menos frecuente en el uso de las mismas. Asimismo, se identifican algunos elementos asociados a las emociones tanto del profesorado como del alumnado. Entre las conclusiones destaca la necesidad de otorgar relevancia a las emociones que subyacen en la interacción con las TIC tanto en el profesorado como en el alumnado si el objetivo es mejorar los procesos educativos mediados por TIC. Finalmente, el análisis refleja cómo las emociones en el uso de las TIC por parte del alumnado se asocian a factores similares a los que generan una brecha digital en términos de competencia, como son el género, el número de dispositivos que poseen o disponer de Internet en casa, entre otros. The present study aims to tap into the emotions of teaching staff and students in Spanish schools in the Region of Andalucía when they interact with ICT. The schools chosen for the study had a long-standing experience with ICT programs and a well-defined code of ICT best practices. A quantitative methodological design was used. The sample consisted of 18 schools, in which teachers’ and students' emotions were investigated through two questionnaires designed on a Likert scale. The results show that the most common emotions in the use of ICT in both groups are well-being and satisfaction and pride. A decrease in frustration levels is the least reported emotion. Likewise, some elements associated with the emotions of both teachers and students are identified. The conclusions highlight the need to give relevance to the emotions underlying the interaction with ICT in both teachers and students, if the goal is to improve educational processes mediated by ICT. Finally, the analysis reflects how emotions in the use of ICT in students are associated with factors similar to those that generate digital divide in terms of competition, such as gender, the number of electronic devices and Internet connection at home, among others.

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New Faces of Digital Divide and How to Bridge It

Cited by 5 publications

References 23 publications

Use of Information and Communication Technologies (ICTs) in Communication and Collaboration: A Comparative Study between University Students from Spain and Italy

Use of Information and Communication Technologies (ICTs) in Communication and Collaboration: A Comparative Study between University Students from Spain and Italy

Digital learning and public policy in schools: A transformative paradigm for a changing world

Las emociones en la interacción con la tecnología en el profesorado y el alumnado de centros con buenas prácticas TIC

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