教育数字包容:概念映射

Apertura Pub Date : 2022-03-31 DOI:10.32870/ap.v14n1.2118
Yazmín Gallegos García, Ma. Teresa García Ramírez
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引用次数: 0

摘要

本文献回顾的目的是分析教育数字inclusión的概念,并建立与其他术语相关的概念边界。选择概念映射法(Tobón, 2004),包括四个阶段:1)搜索与研究问题相关的文献,2)定义纳入和排除标准,3)基于八个轴的数据分析,4)结果解释。从数据库Dialnet和SciELO以及Fundación Ceibal储存库共审查了40份文件。所获得的结果可以确定,通常很难将这一术语与教育包容(较高类别)联系起来,因为后者旨在使条件平等。从这个意义上说,这两个概念之间的联系渗透了一种侧重于执行行动和战略的设想,这些行动和战略在很大程度上没有考虑到它们所针对的机构的特殊性。同样,它与“创新”一词的联系也给教师的形象带来了压力,因为人们认为技术人工制品的插入足以实现创新用途,而没有考虑到这些工具的包含必须伴随着相应的扫盲过程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Educational digital inclusion: a conceptual mapping
The objective of this documentary review was to analyze the notion of educational digital inclusión and establish the boundaries of the concept in relation to other terms. The conceptual mapping method was chosen (Tobón, 2004), wich consists of four phases: 1) search for documents relevant to the research problem, 2) definition of inclusion and exclusion criteria, 3) data analysis based on eight axes, and 4) interpretation of the results. A total of 40 documents were reviewed from the databases Dialnet and SciELO, as well as from the Fundación Ceibal repository. The results obtained make it possible to establish that it is often difficult to relate the term with educational inclusion (higher category) given that the latter is oriented towards equalize the conditions. In this sense, the link between both concepts has permeated a vision focused on the implementation of actions and strategies that, for the most part, do not consider the particularities of the institutions to which they are directed. Likewise, its association with the term innovation has weighed on the figure of the teacher, since it is assumed that the insertion of technological artifacts is enough to achieve innovative uses, without considering that the inclusion of these tools must be accompanied by the corresponding literacy processes.
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来源期刊
CiteScore
7.70
自引率
0.00%
发文量
20
审稿时长
12 weeks
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