Potencialidades y desafíos del uso de plataformas digitales educativas desde las voces de la comunidad educativa catalana

  1. Massó-Guijarro, Belén 1
  2. Herrera-Urízar, Gustavo 2
  3. Folguera-Álvarez, Sònia 2
  4. Alonso-Cano,, Cristina 2
  1. 1 Universitat de València (España)
  2. 2 Universidad de Barcelona (España)
Revista:
Edutec: Revista electrónica de tecnología educativa

ISSN: 1135-9250

Año de publicación: 2024

Título del ejemplar: Plataformas digitales y datificación en el sistema educativo. Posibilidades y desafíos

Número: 87

Páginas: 43-55

Tipo: Artículo

DOI: 10.21556/EDUTEC.2024.87.3023 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Edutec: Revista electrónica de tecnología educativa

Objetivos de desarrollo sostenible

Resumen

Educational digital platforms (EDPs) are becoming a dominant infrastructure for citizens' online engagement and creation, generating a great impact on school communities. This article aims to analyse the discourses of school management teams, teachers and students about their experience of the daily use of EDPs. An ethnographic methodological perspective is used for the study, applying the case study from a hermeneutic approach. The results of the study suggest that teachers, students and management teams a ppreciate the usefulness and potential for facilitation provided by EDPs in the pedagogical context. However, our informants also showed strong concerns about the possible misuse of data that EDPs are making in schools. Other emerging concerns were the lack of specific institutional control protocols that preserve the right to privacy and the additional workload for teachers resulting from the hyper-connectivity promoted by EDPs, or the possible standardisation of teaching practices. The conclusions of our study highlight the need to establish data protection protocols that guarantee students' right to privacy, the convenience of looking for alternatives to large technology companies along with, more generally, the need to make a reflective and critical use of technology in the school setting.

Referencias bibliográficas

  • Crowe, M., Inder, M., y Porter, R. (2015). Conducting qualitative research in mental health: Thematic and content analyses. Australian and New Zealand Journal of Psychiatry, 49(7), 616-623. https://doi.org/10.1177/0004867415582053 DOI: https://doi.org/10.1177/0004867415582053
  • Falabella, A. (2021). The Seduction of Hyper-Surveillance: Standards, Testing, and Accountability. Educational Administration Quarterly, 57(1), 113-142. https://doi.org/10.1177/0013161X20912299 DOI: https://doi.org/10.1177/0013161X20912299
  • Gros, B., Sánchez-Valero, J. A., García, I., y Alonso-Cano, C. (2020). Cuatro décadas de políticas para integrar las tecnologías digitales en el aula en Cataluña: acciones, logros y fracasos. Digital Education Review, 37, 79-95. https://doi.org/10.1344/DER.2020.37.79-95 DOI: https://doi.org/10.1344/der.2020.37.79-95
  • Heron, J., y Reason, P. (1997). A Participatory Inquiry Paradigm. Qualitative Inquiry, 3(3), 274-294. http://journals.sagepub.com/doi/pdf/10.1177/107780049700300302 DOI: https://doi.org/10.1177/107780049700300302
  • Jacovkis, J., Rivera-Vargas, P., Parcerisa, L., y Calderón-Garrido, D. (2022). Resistir, alinear o adherir. Los centros educativos y las familias ante las BigTech y sus plataformas educativas digitales. Edutec. Revista Electrónica De Tecnología Educativa, (82), 104-118. https://doi.org/10.21556/edutec.2022.82.2615 DOI: https://doi.org/10.21556/edutec.2022.82.2615
  • Jarquín Ramírez, M. R. (2023). Platform capitalism, corporations and philanthropy in Nueva Escuela Mexicana online. Profesorado, 27(1), 151-173. https://doi.org/10.30827/profesorado.v27i1.24644 DOI: https://doi.org/10.30827/profesorado.v27i1.24644
  • Lima, L. C. (2021). Education management machines: Digital domination and augmented bureaucracy. Educacao e Sociedade, 42. https://doi.org/10.1590/ES.249276 DOI: https://doi.org/10.1590/es.249276
  • Nottingham, E., Stockman, C., y Burke, M. (2022). Education in a datafied world: Balancing children’s rights and school’s responsibilities in the age of Covid 19. Computer Law and Security Review, 45. https://doi.org/10.1016/j.clsr.2022.105664 DOI: https://doi.org/10.1016/j.clsr.2022.105664
  • Parcerisa, L., Jacovkis, J., Rivera-Vargas, P., y Herrera-Urízar, G. (2023). Technological corporations, digital platforms and privacy: comparing the discourses about the entry of BigTech in public education. Revista Espanola de Educacion Comparada, 42, 221-239. https://doi.org/10.5944/reec.42.2023.34417 DOI: https://doi.org/10.5944/reec.42.2023.34417
  • Peimani, N., y Kamalipour, H. (2021). Online education in the post covid-19 era: Students’ perception and learning experience. Education Sciences, 11(10). https://doi.org/10.3390/educsci11100633 DOI: https://doi.org/10.3390/educsci11100633
  • Perrotta, C., Gulson, K. N., Williamson, B., y Witzenberger, K. (2021). Automation, APIs and the distributed labour of platform pedagogies in Google Classroom. Critical Studies in Education, 62(1), 97-113. https://doi.org/10.1080/17508487.2020.1855597 DOI: https://doi.org/10.1080/17508487.2020.1855597
  • Rivera-Vargas, P., Jacovkis, J., Herrera-Urizar, G., Calderón-Garrido, D., Miño-Puigcercós, R., Parcerisa, Ll., Folguera, S., Moreno, A., Massot, B., Passerón, E., Alonso-Cano, C., Gasull-Figueras y Rilo-Borredà, C. (2023). Plataformes digitals BigTech del sistema educatiu català i drets de la infància: amenaces i reptes. Informe final projecte EdDiT “Corporacions tecnològiques, plataformes educatives digitals i garantia dels drets de la infància amb enfocament de gènere (ACCD, 2022-23)”. Esbrina Recerca Universitat de Barcelona. Doi: 10.5281/zenodo.7585801
  • Saura, G., Cancela, E., y Parcerisa, L. (2023). Digital educational privatization. Profesorado, 27(1), 12-37. https://doi.org/10.30827/profesorado.v27i1.27019 DOI: https://doi.org/10.30827/profesorado.v27i1.27019
  • Saura, G., Díez-Gutiérrez, E. J., y Rivera-Vargas, P. (2021a). «google» techno-educational innovation. digital platforms, data and teacher training. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educacion, 19(4), 111-124. https://doi.org/10.15366/reice2021.19.4.007
  • Saura, G., Díez-Gutiérrez, E. J., y Rivera-Vargas, P. (2021b). «google» techno-educational innovation. digital platforms, data and teacher training. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educacion, 19(4), 111-124. https://doi.org/10.15366/reice2021.19.4.007 DOI: https://doi.org/10.15366/reice2021.19.4.007
  • Stake, R. E. (1995). The Art of Case Study Research. California. Sage Publications.
Fuente de los datos: Dialnet