Aprendizajes ausentes en la Competencia Digital de preadolescentesun estudio de casos pertenecientes a contextos socioculturales desfavorables

  1. Eulogio Pernas Morado 1
  2. Fernando Fraga Varela 1
  3. Esther Vila Couñago 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Journal:
RED: Revista de Educación a Distancia

ISSN: 1578-7680

Year of publication: 2019

Volume: 19

Issue: 61

Pages: 5

Type: Article

DOI: 10.6018/RED/61/04 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Abstract

The article presents a Digital Competence analysis of two pre-teens belonging to unfavourable socio-cultural contexts in the last course of Primary Education. Based on a case study methodology, with multiple techniques and informants, the process of appropriation of Digital Competence and the role of the educational agents in its development is inquired, taking as reference their PLN –Personal Network Learning. The results show two very distinct contexts: one with numerous digital devices that allow access to myriad resources and another with limited availability of these artifacts. However, both cases converge in that several dimensions of the Digital Competence analyzed are poorly developed, with the influence of educational agents, especially those that are present at home. We found key reason because the school have many difficulties and obstacles to compensate their development as citizens of the 21st century.  

Bibliographic References

  • Alonso-Ferreiro, A. y Gewerc, A. (2018). Alfabetización mediática en la escuela primaria. Estudio de caso en Galicia. Revista complutense de educación, 29(2), 407-422. DOI https://doi.org/10.5209/RCED.52698
  • Area, M. y Pessoa, T. (2012). De lo sólido a lo líquido: las nuevas alfabetizaciones ante los cambios culturales de la Web 2.0. Revista Comunicar, 19(38), 13-20. DOI https://doi.org/10.3916/C38-2012-02-01
  • Area Moreira, M. et al. (2014). Las políticas educativas TIC en España después del Programa Escuela 2.0: las tendencias que emergen. RELATEC: Revista Latinoamericana de Tecnología Educativa, 13(2), 11-34. DOI https://doi.org/10.17398/1695-288X.13.2.11
  • Bennett, S. J., Maton, K. A. y Kervin, L. K. (2008). The 'digital natives' debate: a critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. DOI https://doi.org/10.5209/RCED.52698
  • Bawden, D. (2008). Origins and concepts of digital literacy. Digital literacies: Concepts, policies and practices, 30, 17-32.
  • Buckingham, D. (2007). Digital Media Literacies: rethinking media education in the age of the Internet. Research in Comparative and International Education, 2(1), 43-55. DOI https://doi.org/10.2304/rcie.2007.2.1.43
  • Cobo, C. (2019). Acepto las condiciones: usos y abusos de las tecnologías digitales. Madrid: Fundación Santillana.
  • Coller, X. (2005). Estudio de casos. Madrid: CIS.
  • Couros, A. (2010). Developing personal learning networks for open and social learning. En Veletsianos, G. (Ed.), Emerging technologies in distance education (pp. 109-128). Edmonton, Alberta: Athabasca University Press. Disponible en http://www.aupress.ca/books/120177/ebook/06_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf
  • Creswell, J. W. y Plano, V. L. (2018). Designing and conducting mixed methods research (3ª ed.). Thousand Oaks: Sage.
  • Díaz-Vicario, A., Mercader, C. y Gairín, J. (2019). Uso problemático de las TIC en adolescentes. Revista Electrónica de Investigación Educativa, 21(e07), 1-11. DOI https://doi.org/10.24320/redie.2019.21.e07.1882
  • Ferrari, A. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. Sevilla: Joint Research Centre, Institute for Prospective Technological Studies. DOI https://doi.org/10.2788/52966
  • Gallardo-Echenique, E. E. (2019). Brechas y asimetrías que emergen en la era digital, ¿nuevas formas de exclusión? Revista Electrónica de Investigación Educativa, 21(3), 1-3. Recuperado de http://redie.uabc.mx/redie/article/view/2909
  • Glaser, B. G. y Strauss, A. L. (1967). The Discovery of grounded theory: strategies for qualitative research. New York: Aldine Publishing. DOI https://doi.org/10.1097/00006199-196807000-00014
  • Helsper, E. J. y Eynon, R. (2009). Digital natives: where is the evidence? British educational research journal, 36(3), 503-520. DOI https://dx.doi.org/10.1080/01411920902989227
  • Jenkins, H. (2009). Confronting the challenges of participatory culture: media education for the 21st century. Cambridge, MA: The MIT Press. DOI https://doi.org/10.7551/mitpress/8435.001.0001
  • Knobel, M. y Lankshear, C. (2008). Digital literacy and participation in online social networking spaces. En C. Lankshear y M. Knobel (Eds.), Digital literacies: Concepts, policies and practices (pp. 249–278). New York: Peter Lang.
  • Ley Orgánica 2/2006, de 3 de mayo, de Educación. BOE, 4 de mayo, núm. 106, pp. 17158-17207. Disponible en https://www.boe.es/buscar/act.php?id=BOE-A-2006-7899
  • Ley Orgánica 8/2013, de 9 de diciembre, para la Mejora de la Calidad Educativa. BOE, 10 de diciembre, núm. 295, pp. 97858-97921. Disponible en https://www.boe.es/buscar/act.php?id=BOE-A-2013-12886
  • Lluna, S. y Pedreira, J. (2017). Los nativos digitales no existen. Cómo educar a tus hijos para un mundo digital. Barcelona: Deusto.
  • Linne, J. W. (2018). Nomadización, ciudadanía digital y autonomía. Tendencias juveniles a principios del siglo XXI. Chasqui. Revista Latinoamericana de Comunicación, (137), 37-52. Recuperado de https://revistachasqui.org/index.php/chasqui/article/download/3381/3010
  • McGrew, S., Breakstone, J., Ortega, T. Smith, M. y Wineburg, S. (2018). Can students evaluate online sources? Learning from assessments of civic online reasoning. Theory & Research in Social Education, 46(2), 165-193. DOI https://doi.org/10.1080/00933104.2017.1416320
  • Muñoz Justicia, J., y Sahagún Padilla, M. (2017). Hacer análisis cualitativo con Atlas.ti 7. Manual de uso. Recuperado de http://manualatlas.psicologiasocial.eu/atlasti7.pdf
  • Oddone, K., Hughes, H. y Lupton, M. (2019). Teachers as Connected Professionals: A Model to Support Professional Learning Through Personal Learning Networks. International Review of Research in Open and Distributed Learning, 20(3), 103-120. DOI https://doi.org/10.19173/irrodl.v20i4.4082
  • ORGANISATION FOR ECONOMIC COOPERATION AND DEVELOPMENT (2001). Understanding the Digital Divide. OECD Digital Economy Papers, nº 49. Recuperado de http://www.oecd.org/dataoecd/38/57/1888451.pdf
  • Pérez-Escoda, A., García-Ruiz, R. y Aguaded, I. (2019). Dimensiones de la alfabetización digital a partir de cinco modelos de desarrollo. Cultura y Educación, 31(2), 232-266. DOI https://doi.org/10.1080/11356405.2019.1603274
  • Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1-6. DOI https://doi.org/10.1108/10748120110424816
  • Sorrentino, P. (2018). The mystery of the digital natives' existence: Questioning the validity of the Prenskian metaphor. First Monday, 23(10). DOI https://doi.org/10.5210/fm.v23i10.9434
  • Stake, R. E. (2010). Investigación con estudio de casos (5ª ed.). Madrid: Morata.
  • Tobin, D. (1998). Building Your Personal Learning Network. Corporate Learning Strategie. Recuperado de http://tobincls.com/wp-content/uploads/2017/01/building-a-personal-learning-network.docx
  • Tójar, J. C. (2006). Investigación cualitativa. Comprender y actuar. Madrid: La Muralla.
  • Van Deursen, A. J. y Van Dijk, J. A. (2014). The digital divide shifts to differences in usage. New media & society, 16(3), 507-526. DOI https://doi.org/10.1177/1461444813487959
  • Velásquez Benavides, A., Rodríguez Hidalgo, C. y Suing, A. (2018). Jóvenes y cultura digital ¡Siguen los cambios y sin miedos! Chasqui. Revista Latinoamericana de Comunicación, (137), 33-37. Recuperado de https://revistachasqui.org/index.php/chasqui/article/view/3667
  • Vuorikari, R., Punie, Y., Carretero, S. y Van den Brande, G. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model. Luxembourg Publication Office of the European Union. DOI https://doi.org/10.2791/11517
  • Warlick, D. (2009). Grow Your Personal Learning Network: New Technologies Can Keep You Connected and Help You Manage Information Overload. Learning & Leading with Technology, 36(6), 12-16.
  • Yin, R. K. (2009). Case study research. Design and methods (4ª Ed.). Londres: Sage.