Digital Education Review最新文献_第8页

The end of Enlaces: 25 years of an ICT education policy in Chile enaces的终结:智利25年的ICT教育政策

IF 2.1

Digital Education Review Pub Date : 2020-06-30 DOI: 10.1344/der.2020.37.96-108

Magdalena Claro, I. Jara

引用次数: 7

A Critical look at Educational Technology from a Distance Education Perspective 从远程教育的角度审视教育技术

IF 2.1

Digital Education Review Pub Date : 2020-06-30 DOI: 10.1344/der.2020.37.208-229

T. Anderson, Pablo Rivera-Vargas

{"title":"A Critical look at Educational Technology from a Distance Education Perspective","authors":"T. Anderson, Pablo Rivera-Vargas","doi":"10.1344/der.2020.37.208-229","DOIUrl":"https://doi.org/10.1344/der.2020.37.208-229","url":null,"abstract":"This article focuses on educational technology as applied in the context of programs and institutions that offer completely distance education courses. All education in the 21st century is digital education in that the use of networking, text and image creation and editing and search and retrieval of information punctuates the life of almost every teacher and student. However, the context of distance education – where all the interactions are mediated, creates a unique and heightened context of digitalization. This paper focuses on two questions: (1) What aspects have not been completely satisfactory in the transit and transformation that education has undergone, from its more traditional, campus-based conception, towards its new configuration marked by the continuous use of digital technologies and environments? (2) In order what are the future challenges that distance education must deal with to support sustainability of this teaching model? From a theoretical and interpretative analysis, based on the review of relevant articles and documents on distance education, some critical dimensions (limitations, unkept promises and future challenges) the use of digital technologies in distance education is identified and subsequently analyzed. These dimensions evidence how the initial (sometimes excessive) enthusiasm about the insertion of digital technologies in distance education has not (yet?) been fully reflected in reality.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47099061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 40

La transformación digital de los centros escolares. Obstáculos y resistencias 学校的数字化转型。障碍和阻力

IF 2.1

Digital Education Review Pub Date : 2020-06-30 DOI: 10.1344/der.2020.37.15-31

Manuel Area-Moreira, Pablo Joel Santana Bonilla, Ana Luisa Sanabria Mesa

引用次数: 16

Digital technologies in support of students learning in Higher Education: literature review 数字技术支持高等教育学生学习：文献综述

IF 2.1

Digital Education Review Pub Date : 2020-06-30 DOI: 10.1344/der.2020.37.343-360

Marta Pinto, Carlinda Leite

{"title":"Digital technologies in support of students learning in Higher Education: literature review","authors":"Marta Pinto, Carlinda Leite","doi":"10.1344/der.2020.37.343-360","DOIUrl":"https://doi.org/10.1344/der.2020.37.343-360","url":null,"abstract":"Digital technologies are an integral part of Higher Education teaching, revealing a set of technologies chosen to integrate formal learning contexts, and therefore being used by students in support of learning. This paper presents a literature review mapping the digital technologies set for higher education students to use in formal education contexts, over the last five years between 2012 and 2017. Results show a pattern of technologies reflecting teacher’s choice for methods combining face-to-face and at distance learning, frequently in relation to the adoption of flipped classroom methods. Mapping the digital technologies used by students, showed a pattern of three most used in a total of nine types identified. Institutional Learning Management Systems mainly support a wider access to information and learning materials, followed by technologies that promote publishing and sharing content related to class activities, and a broad range of technologies categorized under ICTs. The overall impact of use of technologies in students learning process and outcomes revealed to be positive, used with the intention to promote students’ active engagement and participation in the learning process inside and outside the classroom walls. The data also revealed digital technologies to support more transmissive ways of teaching, facilitating students individually to Access, share and publish information, and significantly lesser used to promote collaborative and cooperative learning.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43008411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 38

Pending issues from digital inclusion in Ecuador: challenges for public policies, programs and projects developed and ICT-mediated teacher training 厄瓜多尔数字包容的未决问题：公共政策、制定的计划和项目以及以信息和通信技术为中介的教师培训面临的挑战

IF 2.1

Digital Education Review Pub Date : 2020-06-30 DOI: 10.1344/der.2020.37.130-153

D. Apolo, M. Melo, Johe Solano, Felipe Aliaga-Sáez

{"title":"Pending issues from digital inclusion in Ecuador: challenges for public policies, programs and projects developed and ICT-mediated teacher training","authors":"D. Apolo, M. Melo, Johe Solano, Felipe Aliaga-Sáez","doi":"10.1344/der.2020.37.130-153","DOIUrl":"https://doi.org/10.1344/der.2020.37.130-153","url":null,"abstract":"The policies of digital inclusion in Ecuador had a rebound since 2007, placing technology as a priority axis for government management. Despite this, there are still pending issues to be developed. This study is based on a qualitative approach that, through documentary research, bibliographic analysis and critical review of literature, can generate contributions that allow the identification of challenges and possible gaps to be faced by government entities in Ecuador when proposing actions that link education and technology. As main findings, it can be mentioned that the impacts and results from the application of the National Development Plans must transcend the figures, which allow to deepen the analysis in relation to this topic, together with initiatives and proposals that regarding digital inclusion cannot be developed in isolation and need to have comprehensive long-term management. Finally, it is essential to understand that it is not necessary to create only platforms, it is relevant to work from integral pedagogical designs that start by understanding teachers from their experiences, accompaniment and motivation for the design of a contextualized training structure on digital mediation issues.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":"1 1","pages":"130-153"},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45768994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Modelo para determinar acciones de calidad en la formación virtual 虚拟培训中确定质量行动的模型

IF 2.1

Digital Education Review Pub Date : 2020-06-30 DOI: 10.1344/der.2020.37.323-342

Juio Cabero Almenara, Annachiara Del Prete, M. Arancibia

引用次数: 2

The educational use of Social Networks Sites: a comparative analysis between the Spanish and English production 社交网站的教育使用：西班牙语和英语制作的比较分析

IF 2.1

Digital Education Review Pub Date : 2020-06-30 DOI: 10.1344/der.2020.37.304-322

Aída Valero Moya, Mireia Vendrell Morancho, Laura Camas Garrido

{"title":"The educational use of Social Networks Sites: a comparative analysis between the Spanish and English production","authors":"Aída Valero Moya, Mireia Vendrell Morancho, Laura Camas Garrido","doi":"10.1344/der.2020.37.304-322","DOIUrl":"https://doi.org/10.1344/der.2020.37.304-322","url":null,"abstract":"Considering the increasing importance and presence of the Social Networks Sites (SNSs) in educational scenarios, this work is aimed at exploring the scientific literature on the educational use of SNSs. Through a bibliometric analysis of 191 journal articles written in English and Spanish, found in 6 different databases (ERIC, Scopus, DOAJ, EBSCO, ISOC, REDIB, and PsycARTICLES), the following variables were analysed: database, academic journal, authorship (including number of authors, country, and institution), year of publication, Social Network Site involved, level of education, study population, and nature of the study. Results showed the existence of a greater number of publications written in Spanish than in English, just as a higher interest in the topic from Spanish authors, academic journals, and institutions. Facebook and Twitter were the most popular SNSs in both English and Spanish articles. Furthermore, the majority of the selected articles were focused on tertiary education and their students. With regard to the selected databases, Scopus was the one which hosted the largest amount of international literature (most of it framed by a qualitative research design). The scientific production on the pedagogical use of social media reveals a considerable and developing interest in the present topic.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":"1 1","pages":"304-322"},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42233664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Beyond cybersafety: The need to develop social media literacies in pre-teens 网络安全之外:需要培养青少年的社交媒体素养

IF 2.1

Digital Education Review Pub Date : 2020-06-30 DOI: 10.1344/der.2020.37.49-63

Luci Pangrazio, Lourdes Cardozo-Gaibisso

{"title":"Beyond cybersafety: The need to develop social media literacies in pre-teens","authors":"Luci Pangrazio, Lourdes Cardozo-Gaibisso","doi":"10.1344/der.2020.37.49-63","DOIUrl":"https://doi.org/10.1344/der.2020.37.49-63","url":null,"abstract":"Cybersafety has been a mainstay of digital education since computers arrived in classrooms in the mid 1990s. Whether schools encourage students to be ‘cybersmart’ (Australia), ‘netsafe’ (New Zealand) or to be aware of ‘cybersecurity strategies’ (Mexico and Chile) most now devote a relatively large amount of time and money to teaching young people how to ‘stay safe’ online. In this article, we argue that it is time for schools to move beyond the cybersafety discourse to encourage students to think more critically about the digital media they use. Reporting on the digital practices of 276 pre-teens aged 7-12 years in Australia and Uruguay, we contend that the everyday digital challenges young people face are now beyond the scope of most cybersafety programs. Our findings highlight that many of the issues pre-teens are negotiating call for more nuanced and sustained educational programs that support the development of critical social media literacies. In particular, with the proliferation of mass user platforms and artificial intelligence, there is a need for schools to educate students around managing and protecting their personal data. The article concludes with a discussion of the digital learning required for young people in an increasingly datafied society.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":"37 1","pages":"49-63"},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48648633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

Epilogue: Rethinking digital literacy: Media education in the age of digital capitalism 后记:重新思考数字素养:数字资本主义时代的媒体教育

IF 2.1

Digital Education Review Pub Date : 2020-06-30 DOI: 10.1344/der.2020.37.230-239

D. Buckingham

{"title":"Epilogue: Rethinking digital literacy: Media education in the age of digital capitalism","authors":"D. Buckingham","doi":"10.1344/der.2020.37.230-239","DOIUrl":"https://doi.org/10.1344/der.2020.37.230-239","url":null,"abstract":"Advocates of digital education have increasingly recognized the need for young people to acquire digital media literacy. However, this idea is often seen in instrumental terms, and is rarely implemented in any coherent or comprehensive way. This paper suggests that we need to move beyond a binary view of digital media as offering risks and opportunities for young people, and the narrow ideas of digital skills and internet safety to which it gives rise. The article propose that we should take a broader and more critical approach to the rise of ‘digital capitalism’, and to the ubiquity of digital media in everyday life. In this sense, the paper argue that the well-established conceptual framework and pedagogical strategies of media education can and should be extended to meet the new challenges posed by digital and social media. This article presents some reflections as an epigraph of the special issue \"Digital learning: distraction or default for the future\", whose final result has allowed us to group a set of critical research and analysis on the inclusion of digital technologies in educational contexts. The points of view presented in this epigraph is also developed in more detail in the book \"The Media Education Manifesto\" (Buckingham, 2019).","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":"1 1","pages":"230-239"},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45277707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 27

Are primary education teachers from Catalonia (Spain) trained on the ICT and disability? 加泰罗尼亚（西班牙）的小学教师是否接受过信息通信技术和残疾方面的培训？

IF 2.1

Digital Education Review Pub Date : 2020-06-30 DOI: 10.1344/der.2020.37.288-303

José María Fernández Batanero, Pedro Román Graván, Carmen Siles Rojas

引用次数: 6