Opiniones de las familias sobre corporaciones tecnológicas, plataformas digitales educativas y derechos de la infanciavalidación psicométrica de un instrumento

  1. Diego Calderón-Garrido 1
  2. Lluis Parcerisa 2
  3. Pablo Rivera-Vargas 3
  4. Ainara Moreno-Gonzàlez 2
  1. 1 Serra Húner Fellow, Universitat de Barcelona
  2. 2 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  3. 3 Universidad de Barcelona, Universidad Andrés Bello (Chile)
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Revista:
Aloma: revista de psicologia, ciències de l'educació i de l'esport

ISSN: 1138-3194

Any de publicació: 2023

Títol de l'exemplar: Competència digital docent

Volum: 41

Número: 1

Pàgines: 141-148

Tipus: Article

DOI: 10.51698/ALOMA.2023.41.1.141-148 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Aloma: revista de psicologia, ciències de l'educació i de l'esport

Resum

Since the start of the COVID-19 pandemic, the presence of educational technology in schools has in-tensified. The adoption of digital educational technologies and platforms is transforming teaching-learning pro-cesses, adding new complexities in terms of school linkage, rights and equity. While there has been a growing inter-est in children’s rights (and the right to privacy in particular) in relation to the use of digital networks and platforms in recent decades, there is still little evidence as to the perceptions of families of the use of these technologies in educational contexts. Therefore, this article presents the design and psychometric validation of an instrument that allows us to delve into the opinions and concerns of families with regard to the presence of technological corpora-tions (BigTech) in schools and the use of digital educational platforms by their children. The instrument was designed after a review of the literature on the subject and interviews with experts in this field of study. The design of the questionnaire was enriched with the comments and recommendations of specialists and families gathered via three validation processes. The instrument was implemented online to a representative sample of families with children enrolled in primary and secondary public schools in Catalonia. The analysis of the results shows the suitability of the proposed dimensions and the reliability of the instrument.

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Fuente de los datos: Dialnet