Socioeducational gaps derived from the impact of digitization in Spain 2020 point to a STEM and gender approach in education

  1. Vidal, Inés María González 1
  2. Gewerc Barujel, Adriana 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Revista:
RED: revista de educación a distancia

ISSN: 1578-7680

Año de publicación: 2021

Título del ejemplar: La educación en Matemáticas, Pensamiento Computacional y STEM apoyada por la tecnología digital. Su diseño instruccional. El principio de activación

Volumen: 21

Número: 68

Tipo: Artículo

DOI: 10.6018/RED.465571 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: RED: revista de educación a distancia

Resumen

The COVID-19 pandemic visualized how digital assets influence contemporary society and play a decisive role in economic recovery. The objective of this work is to identify the social and educational gaps derived from the impact of the level of digitization in Spain 2020. This research is based on comparative education as methodological, relational and critical with the technological implementation; who tries to link education with changes in their social environment; in order to contribute to the improvement of the educational system. In this sense, based on the DESI report for the last three years, the case of Spain is analyzed in relation to the average score of the rest of the EU member countries. The social gaps pointed to profiles of vulnerable populations for having few digital skills or for being practically excluded from digital services and resources, achieving a new perspective centered on the human being will mean achieving economic development. The educational gaps pointed to human capital and its low skills in software, few specialists in ICT specialties and low female representation in ICT specialties. These results showed the importance of STEM and gender-sensitive education, which appears to be the key to economic growth and national competitiveness.

Referencias bibliográficas

  • Adick, C. (2018). Bereday and Hilker: origins of the ‘four steps of comparison’model. Comparative Education, 54(1), 35-48. https://doi.org/10.1080/03050068.2017.1396088.
  • Almenara, J. C., & Ortiz, R. V. (2021). STEM y género: un asunto no resuelto. Revista de Investigación y Evaluación Educativa, 8(1), 4-17. https://doi.org/10.47554/revie2021.8.86.
  • Anttiroiko, A. V., & de Jong, M. (2020). Conceptualizing Exclusion and Inclusion. In The Inclusive City (pp. 21-40). Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-61365-53.
  • Arkko, J. (2020). The influence of internet architecture on centralised versus distributed internet services. Journal of Cyber Policy, 5(1), 30-45. https://doi.org/10.1080/23738871.2020.1740753.
  • Bianchi, N., & Giorcelli, M. (2020). Scientific education and innovation: from technical diplomas to university STEM degrees. Journal of the European Economic Association, 18(5), 2608-2646. https://doi.org/10.1093/jeea/jvz049.
  • Bianchi, N., & Giorcelli, M. (2019). Scientific education and innovation: from technical diplomas to university STEM degrees. Journal of the European Economic Association. https://doi.org/10.1093/jeea/jvz049.
  • Bhandari, V. (2020). Improving internet connectivity during Covid-19. Digital Pathways at Oxford Paper Series, (4). http://dx.doi.org/10.2139/ssrn.3688762.
  • Briscoe, B., Odlyzko, A., & Tilly, B. (2006). Metcalfe's law is wrong-communications networks increase in value as they add members-but by how much?. IEEE Spectrum, 43(7), 34-39. https://doi.org/10.1109/MSPEC.2006.1653003.
  • Bryndin, E. (2019). Creative innovative transformational ecosystem of formation of humane technological society. International Robotics Automation Journal, 5 91-94. https://doi.org/10.15406/iratj.2019.05.00179.
  • CEOE (2017). La educación importa: libro blanco de los empresarios españoles. Madrid: Confederación Española de Organizaciones Empresariales – CEOE. https://contenidos.ceoe.es/CEOE/var/pool/pdf/publications_docs-file-373-la-educacion-importa-libro-blanco-de-los-empresarios-espanoles.pdf
  • Chou, C. F., & Shy, O. (1990). Network effects without network externalities. International Journal of Industrial Organization, 8(2), 259-270.
  • Cinnamon, J. (2020). Data inequalities and why they matter for development. Information Technology for Development, 26(2), 214-233. https://doi.org/10.1080/02681102.2019.1650244.
  • Crespí, P., & García-Ramos, J. M. (2021). Competencias genéricas en la universidad. Evaluación de un programa formativo. Educación XX1, 24(1). https://doi.org/10.5944/educxx1.26846.
  • Crow, M. (2014). What is the role of universities in global development. The World Bank.
  • Del Prete, A., & Almenara, J. C. (2020). El uso del Ambiente Virtual de Aprendizaje entre el profesorado de educación superior: un análisis de género. Revista de Educación a Distancia (RED), 20(62). https://doi.org/10.6018/red.400061.
  • Deming, D. J., & Noray, K. (2020). Earnings dynamics, changing job skills, and STEM careers. The Quarterly Journal of Economics, 135(4), 1965-2005. https://doi.org/10.1093/qje/qjaa021.
  • Díaz, M. J. F. (2005). La innovación como factor de calidad en las organizaciones educativas. Educación XX1, 8(1). https://doi.org/10.5944/educxx1.8.0.343.
  • Distel, B., & Lindgren, I. (2019, September). Who Are the Users of Digital Public Services?. In International Conference on Electronic Participation (pp. 117-129). Springer, Cham. https://doi.org/10.1007/978-3-030-27397-2_10.
  • Flores, E., Xu, X. and Lu, Y. (2020), "Human Capital 4.0: a workforce competence typology for Industry 4.0", Journal of Manufacturing Technology Management, Vol. 31 No. 4, pp. 687-703. https://doi.org/10.1108/JMTM-08-2019-0309.
  • García-Peñalvo, F. J. (2019). Innovative Teaching Approaches to attract, engage, and maintain women in STEM: W-STEM project. http://repositorio.grial.eu/handle/grial/1787.
  • García-Peñalvo, F. J. (2020). La sociedad del conocimiento y sus implicaciones en la formación universitaria docente. Bosch. http://repositorio.grial.eu/handle/grial/2119.
  • Gil-Galván, R., Martín-Espinosa, I., & Gil-Galvan, F. J. (2021). Percepciones de los estudiantes universitarios sobre las competencias adquiridas mediante el aprendizaje basado en problemas. Educación XX1, 24(1). https://doi.org/10.5944/educxx1.26800.
  • Hynes, E., Locher, M. V., & Donnet, M. L. L. (2020). Avanzando en el enfoque de género en la ciencia, la tecnología y la innovación= Advancing the gender approach in science, technology and innovation. Cuestiones de género: de la igualdad y la diferencia, (15), 01-06. http://dx.doi.org/10.18002/cg.v0i15.6265.
  • Hardt, M., & Negri, A. (2000). Empire. Harvard University Press.
  • Johnson, C. C., Mohr-Schroeder, M. J., Moore, T. J., & English, L. D. (Eds.). (2020). Handbook of Research on STEM Education. Routledge, New York.
  • Kwilinski, A., Vyshnevskyi, O., & Dzwigol, H. (2020). Digitalization of the EU economies and people at risk of poverty or social exclusion. Journal of Risk and Financial Management, 13(7), 142. https://doi.org/10.3390/jrfm13070142.
  • López, J. M. V., & Valle, J. M. (2006). La Unión Europea y su política educativa (Vol. 2). Ministerio de Educación.
  • Martí Marco, M. R. (2019). Una introducción a los estudios de Educación Comparada en Alemania (“Vergleichende Erziehungswissenschaft”). https://doi.org/10.5944/reec.34.2019.24338.
  • Martínez Usarralde, M. J. (2020). Inclusión educativa comparada en UNESCO y OCDE desde la cartografía social. Educación XX1, 2021, vol. 24, num. 1, p. 93-115. https://doi.org/10.5944/educXX1.26444.
  • Mendoza Gamiño, Alejandro (2019): Los saberes de la era digital. Nuevas tecnologías para la práctica humanística: teoría del aprendizaje, bibliotecas digitales y arte terapia (Pontevedra: Editorial Academia del Hispanismo), 161 pp. ISBN: 978-84-17696-12-2. https://doi.org/10.5944/reec.34.2019.25612.
  • Metcalfe, B. (2013). Metcalfe's law after 40 years of ethernet. Computer, 46(12), 26-31. https://doi.org/10.1109/MC.2013.37.
  • Mervyn, K., & Allen, D. K. (2012). Sociospatial context and information behavior: Social exclusion and the influence of mobile information technology. Journal of the American Society for Information Science and Technology, 63(6), 1125-1141. https://doi.org/10.1002/asi.22626.
  • Mombelli, D. (2019). La metodología comparatista en los estudios literarios. https://doi.org/10.5944/reec.34.2019.24379.
  • Oppenheimer, S. B., Mills, J. I., Zakeri, A., Payte, T. R., Lidgi, A., & Zavala, M. (2020). An Approach to Improving Student Success in Science, Technology, Engineering, and Mathematics (STEM) Career Pathways. Ethnicity & disease, 30(1), 33-40. https://doi.org/10.1080/03075079.2019.1593350.
  • Powell, J. J. (2020). Comparative education in an age of competition and collaboration. Comparative Education, 56(1), 57-78. https://doi.org/10.1080/03050068.2019.1701248.
  • Psifidou, I., & Ranieri, A. (2020). European cooperation in vocational education and training: towards a common ambition. Revista Española de Educación Comparada, (36), 32-53. https://doi.org/10.5944/reec.36.2020.26879.
  • Roig-Vila, R., & Moreno-Isac, V. (2020). El pensamiento computacional en Educación. Análisis bibliométrico y temático. Revista De Educación a Distancia (RED), 20(63). https://doi.org/10.6018/red.402621.
  • Russo, V. (2020). Digital Economy and Society Index (DESI). European guidelines and empirical applications on the territory. In Qualitative and Quantitative Models in Socio-Economic Systems and Social Work (pp. 427-442). Springer, Cham. https://doi.org/10.1007/978-3-030-18593-0_31.
  • Sanci, L. (2020). The integration of innovative technologies to support improving adolescent and young adult health. The Journal of Adolescent Health, 67(2), S1.https://doi.org/10.1016/j.jadohealth.2020.05.017.
  • Seifert, A. (2020). The digital exclusion of older adults during the COVID-19 pandemic. Journal of Gerontological Social Work, 1-3. https://doi.org/10.1080/01634372.2020.1764687.
  • Seifert, A., Cotten, S. R., & Xie, B. (2020). A double burden of exclusion? Digital and social exclusion of older adults in times of COVID-19. The Journals of Gerontology: Series B. https://doi.org/10.1093/geronb/gbaa098.
  • Serra, A. F. G., & Roca-Piera, J. (2011). Movilidad virtual, reto del aprendizaje de la educación superior en la Europa 2020. Revista de Educación a Distancia (RED), (26). https://revistas.um.es/red/article/view/231941.
  • Simó, V. L., Couso, D., & Rodríguez, C. S. (2020). Educación STEM en y para el mundo digital. RED: Revista de Educación a Distancia, (62), 7. https://doi.org/10.6018/red.410011.
  • Tellhed, U., Bäckström, M., & Björklund, F. (2017). Will I fit in and do well? The importance of social belongingness and self-efficacy for explaining gender differences in interest in STEM and HEED majors. Sex Roles, 77(1-2), 86-96. https://doi.org/10.1007/s11199-016-0694-y.
  • Van Dijck, J. (2013). The culture of connectivity: A critical history of social media. Oxford University Press.
  • Zapata-Ros, M., & Lévy, P. (2018). Presentación: número especial “Web social y sistemas inteligentes de gestión del aprendizaje en Educación Superior”. http://dx.doi.org/10.6018/red/57/01.
Fuente de los datos: Dialnet