The digital gap in the educational context: education and learning for the digital citizen

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DOI:

https://doi.org/10.7203/realia.30.25898

Keywords:

editorial, brecha digital

Abstract

Editorial Special Issue 30

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References

Aguaded, I., Marín-Gutiérrez, I., y Díaz-Parejo, E. (2015). La alfabetización mediática entre estudiantes de Primaria y Secundaria en Andalucía (España). RIED. Revista Iberoamericana de Educación a Distancia, 18(2), 275–298. https://doi.org/10.5944/ ried.18.2.13407


Cabero-Almenara, J., Barroso-Osuna, J., Llorente-Cejudo, C., y Palacios-Rodríguez, A. (2022). Validación del Marco Europeo de Competencia Digital Docente mediante ecuaciones estructurales. Revista mexicana de investigación educativa, 27 , 185–208. Descargado de http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405-66662022000100185&lng=es&tlng=es


Doucet, A., Netolicky, D., Timmers, K., y Tuscano, F. J. (2020). Thinking about pedagogy in an unfolding pandemic: And independent report on approaches to distance learning during COVID19 school closures. Descargado de https://learningportal.iiep.unesco.org/en/ library/thinking-about-pedagogy-in-an-unfolding-pandemic-an-independent-report-on-approaches-to


Dragulanescu, N. G. (2002). Review Social impact of the digital divide in a central-eastern European country. Internacional Information & Library Review, 34(2), 139–151. https:// doi.org/10.1080/10572317.2002.10762570


Encabo, S. O. (2017). Brecha digital, pobreza y exclusión social. Temas laborales. Revista andaluza de trabajo y bienestar social(138), 285–313. Descargado de https://dialnet.unirioja.es/descarga/articulo/6552396.pdf


Gómez-Trigueros, I. M., y Ortega-Sánchez, D. (2022). The teaching professional ethical knowledge and its presence in the inclusion of technologies in the present educational context. Revista Electrónica de Tecnología Educativa, 80, 149–163.


Gómez-Trigueros, I. M., Ortega-Sánchez, D., y García, R. (2021). McGraw-Hill Interamericana de España.


Gómez-Trigueros, I. M., Ortega-Sánchez, D., y García-Cobas, R. (Eds.). (2021). Brecha digital de género y coeducación: claves conceptuales y orientaciones metodológicas. McGraw-Hill Interamericana de España.


Gómez-Trigueros, I. M., y Yáñez, C. (2021). The Digital Gender Gap in Teacher Education:
The TPACK Framework for the 21st Century. European Journal of Investigation in Health, Psychology and Education, 11(4), 1333–1349. https://doi.org/10.3390/ ejihpe11040097


Indicadores del uso de las TIC en España y en Europa. (2017). Madrid: ITE. Disponible en. ITU. (2020). Manual for Measuring ICT Access and Use by Households and Individuals. Descargado de https://www.itu.int/en/ITU-D/Statistics/Documents/publications/manual/ITUManualHouseholds2020_E.pdf


Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Pfeiffer.


Mcgarr, O., y Mcdonagh, A. (2019). Digital Competence in Teacher Education. Descargado de https://dicte.oslomet.no/


Mishra, P., y Koehler, M. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017– 1054.


OECD. (2021). OECD Science, Technology and Innovation Outlook 2021: Times of Crisis and Opportunity. OECD Publishing. Descargado de https://www.oecd-ilibrary.org/ sites/75f79015-en/index.html?itemId=/content/publication/75f79015-en&_csp_=408df1625a0e57eb10b6e65749223cd8&itemIGO=oecd&itemContentType=book


ONU. (2017). Informe de los Objetivos de Desarrollo Sostenibles. Descargado de https:// unstats.un.org/sdgs/report/2017/


Ortega-Sánchez, D., Gómez-Trigueros, I. M., Trestini, M., y Pérez-González, C. (2020). Self- Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students. Multimodal Technologies and Interaction, 4(4), 74–74. https://doi.org/10.3390/mti4040074


Robinson, L., Cotten, S., Ono, H., Quan-Haase, A., Mesch, G., Chen, W., … Stern, M. (2015). Digital inequalities and why they matter. Information. Communication & Society, 18(5),569–582. https://doi.org/10.1080/1369118X.2015.1012532


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Vives-Morera, E., y Coiduras-Rodríguez, J. L. (2021). The Mystery of the Big Ben Robbery. Una experiencia gamificada en el aula de primaria: un estudio de caso. (75), 137–151. https://doi.org/10.21556/edutec.2021.75.1823


Williams, I., Kwofie, B., y Sidii, F. S. (2016). Public Demand Aggregation as a Means of Bridging the ICT Gender Divide . En J. Wilson y N. Gapsiso (Eds.), Overcoming Gender Inequalities through Technology Integration (pp. 123–143). IGI Global. https://doi.org/ 10.4018/978-1-4666-9773-7.ch006

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Published

2023-01-19

How to Cite

Gómez-Trigueros, I. M., & Yáñez de Aldecoa, C. (2023). The digital gap in the educational context: education and learning for the digital citizen. Research in Education and Learning Innovation Archives, (30), 39–45. https://doi.org/10.7203/realia.30.25898
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Issue

No. 30 (2023)

Section

EDITORIAL

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