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This is an exploratory and descriptive analysis based on a sample of 311 students, 108 teachers and 15 school principals. According to the findings, teenagers use the Internet to look for information and entertainment; the expansion of mobile technology among them offers numerous educational opportunities; and insufficient training for teachers on how to integrate information and communications technologies (icts) into the learning process is a top challenge. The existence of icts in schools has been confirmed, but not their use. Local and national efforts are helping to reduce the digital divide and promote equality of opportunity for young people.06342<a class="citation_author_name" title="Navegar por nombre de Autor de Farfán Sossa, Sulma" href="/fez/list/author/Farfán Sossa, Sulma/">Farfán Sossa, Sulma</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Medina Rivilla, Antonio" href="/fez/list/author/Medina Rivilla, Antonio/">Medina Rivilla, Antonio</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Cacheiro González, María Luz" href="/fez/list/author/Cacheiro González, María Luz/">Cacheiro González, María Luz</a> . (<span class="citation_date">2015</span>) <a class="citation_title" title="Click para ver : Digital inclusion in education in Tarija, Plurinational State of Bolivia" href="/fez/view/bibliuned:425-Mlcacheiro-5085">Digital inclusion in education in Tarija, Plurinational State of Bolivia</a>. RecordArtículo de revistaPublishedEducaciónFarfán Sossa, SulmaMedina Rivilla, AntonioCacheiro González, María LuzCEPAL Reviewbibliuned:425-Mlcacheiro-5085http://e-spacio.uned.es/fez/view/bibliuned:425-Mlcacheiro-508563804115engfarfan_medina_cacheiro.pdfpresmd_farfan_medina_cacheiro.xmlbibliuned:425-Mlcacheirobibliuned:Setarticulobibliuned:SetopenaireSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsFarfán SossaAcceso abierto1.65045434232022-01-01T00:00:00Z52024-01-31T12:03:43Z2024-02-20T07:50:26ZSocial exclusion and the digital dividebibliuned:DptoMIDEI-FEDU-Articulos-Jquintanal-0004The recent advances in information and communication technology have given rise to radical changes in how we interact and communicate in our social, educational, and working environments. However, the potential and opportunities offered by these technologies are not fully available across society due to huge differences in their use and uptake, that is, what has traditionally been called the digital divide. Current research indicates that this divide is intimately connected to economic inequalities and social exclusion. The digital divide manifests primarily for those groups where economic resources are scarcest, and among such groups we find the lowest rates of device ownership and personal internet connection. Secondary to this, and the focus of the majority of literature on the subject, the digital divide further aggravates existing socioeconomic differences and even generates new forms of social exclusion. Taking a positive point of view, this situation does also imply that eliminating the digital divide could help alleviate social exclusion. Nevertheless, for social and educational intervention programmes to have any real effect on social exclusion, we need to have a more indepth understanding of processes and variables that cause it at an individual level. In this way we could design interventions tailored to the personal interests, needs, limitations, and potential of every individual and that would prioritise particularly disadvantaged groups, which, according to this study include older people, the less well educated, those with health problems, and the unemployed.0402<a class="citation_author_name" title="Navegar por nombre de Autor de López Aguado, Mercedes" href="/fez/list/author/López Aguado, Mercedes/">López Aguado, Mercedes</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Gutiérrez Provecho, Lourdes" href="/fez/list/author/Gutiérrez Provecho, Lourdes/">Gutiérrez Provecho, Lourdes</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Quintanal Díaz, José" href="/fez/list/author/Quintanal Díaz, José/">Quintanal Díaz, José</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de García Llamas, José Luis" href="/fez/list/author/García Llamas, José Luis/">García Llamas, José Luis</a> . (<span class="citation_date">2022</span>) <a class="citation_title" title="Click para ver : Social exclusion and the digital divide" href="/fez/view/bibliuned:DptoMIDEI-FEDU-Articulos-Jquintanal-0004">Social exclusion and the digital divide</a>. RecordArtículo de revistaPublishedEducaciónLa versión registrada de este artículo, publicado por primera vez en Journal of E-Learning and Knowledge Society, está disponible en línea en el sitio web del editor: https://doi.org/10.20368/1971-8829/1135660Italian e-Learning AssociationLópez Aguado, MercedesGutiérrez Provecho, LourdesQuintanal Díaz, JoséGarcía Llamas, José LuisJournal of E-Learning and Knowledge Societybibliuned:DptoMIDEI-FEDU-Articulos-Jquintanal-0004http://e-spacio.uned.es/fez/view/bibliuned:DptoMIDEI-FEDU-Articulos-Jquintanal-00047482318engQuintanal_Diaz_Jose_Social_Exclusion.pdfpresmd_Quintanal_Diaz_Jose_Social_Exclusion.xml1826-6223 - eISSN 1971-8829bibliuned:DptoMIDEI-FEDU-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento MIDE I (UNED). ArtículosSet de artículoSet de openaireLópez AguadoAcceso abiertohttps://doi.org/10.20368/1971-8829/11356601.581462734232011-01-01T00:00:00Z22432012-05-08T22:05:09ZVideojuegos violentos y agresividadbibliuned:revistaPS-2011-18-5030Está fuera de toda duda el hecho de que los videojuegos constituyen la mayor parte del consumo audiovisual de nuestra sociedad, por encima de la suma del cine, películas de video y música grabada. También parece evidente la presencia de un grado de violencia cada vez más intenso en los videojuegos más vendidos o utilizados por los menores y jóvenes. Igualmente está demostrado que los menores de edad tienen fácil acceso a los videojuegos violentos y otro tipo de juegos que, teóricamente, no son adecuados para su edad.
El debate sobre la influencia de los videojuegos violentos (VJV) en la conducta de los jugadores viene desarrollándose desde hace muchos años, en un aparente empate dialéctico entre quienes alertan sobre los efectos negativos de los VJV y quienes advierten que su influencia no es mayor que la del cine, la tv o la literatura.
En este artículo queremos llamar la atención sobre los peligros reales de la utilización de los VJV en razón a varios hechos que evidencian la necesidad de controlar los juegos a los que juegan los menores en nuestra sociedad. Estos argumentos son de diferente tipo:
1) La alarma constante por parte de las Asociaciones Internacionales de Pediatría, Psiquiatría, Medicina, Psicología y otros organismos preocupados por la salud.
2) Las llamadas de atención por parte de las asociaciones de consumidores y usuarios.
3) La respuesta institucional que algunos países de Europa y de América han realizado al respecto. El Parlamento Europeo también se ha pronunciado en esa dirección.
4) La creación de un código internacional para la protección de los usuarios, el código autorregulador Pan European Game Information (PEGI).
5) La investigación desde hace décadas y los más recientes estudios realizados por Anderson. El resultado de estos informes y estudios confirma la evidencia de que la exposición a los videojuegos violentos se relaciona directamente con conductas, pensamientos y actitudes agresivas, al tiempo que disminuyen los comportamientos prosociales y de empatía hacia las víctimas.
Las consecuencias en educación son inmediatas, porque parece evidente que el debate sobre los peligros de los VJV debe dejar paso a cómo prevenir y preparar a nuestros niños y niñas frente a los videojuegos que están presentes y de fácil acceso en el entorno inmediato.
The fact that video games constitute the largest part of audiovisual consumption in our society, more than cinema, video and recorded music combined, is now unquestionable. Also evident is the presence of a great deal of ever more intense violence in the best-selling video games, or those played by minors and young people.
It has likewise been demonstrated that minors have easy access to violent and other types o videogames that in theory are not suitable for their age group.
The debate regarding the influence of violent video games (VVG) on the behaviour of those who play them has been going on for many years now, ending up in an apparent dialectic stalemate between those raising the alarm about the negative effects of these VVG and those who maintain that their influence is no greater than that of cinema, television or literature.
In this article we wish to draw attention to the real dangers involved in the use of VVG based on several facts that point to the need to exert control over the games played by minors in our society. Several different arguments are brought to bear in this vein:
1) The constant alarm raised by international associations in the fields of Paediatrics, Psychiatry, Medicine, Psychology and other agencies concerned with health.
2) The alerts made by consumer and user associations.
3) The institutional response of countries on both sides of the Atlantic in this respect; the European Parliament has also made a pronouncement to this effect.
4) The creation of an international code for user protection, the self-regulating Pan-European Game Information (PEGI) code.
5) Decades of research and the most recent studies by Anderson.
The results of these reports and studies shows that exposure to violent video games is directly related to aggressive behaviours, thoughts and attitudes, and at the same time to a decrease in pro-social behaviour and empathy for victims. The consequences for education are immediate, because it seems evident that the debate about the dangers of VVG should give way to how we can implement prevention and prepare our children for the existence of these games that are easily accessed in their immediate surroundings.08692<a class="citation_author_name" title="Browse by Author Name for Etxeberría, Félix" href="/fez/list/author/Etxeberría, Félix/">Etxeberría, Félix</a> . (<span class="citation_date">2011</span>) <a class="citation_title" title="Click para ver : Videojuegos violentos y agresividad" href="/fez/view/bibliuned:revistaPS-2011-18-5030">Videojuegos violentos y agresividad</a>. RecordArtículo de revistaPublishedhttp://udcdata.info/024974EducaciónUniversidad Nacional de Educación a Distancia (España). Facultad de Educación; Sociedad Iberoamericana de Pedagogía SocialEtxeberría, Félixhttp://e-spacio.uned.es/fez/view/bibliuned:revistaPS-2011-18-5030bibliuned:revistaPS-2011-18-5030spaDocumento.pdfbibliuned:revistaPS-2011-18bibliuned:Setopenairebibliuned:SetarticuloPedagogía Social : revista interuniversitaria. Tercera época, año 2011, n. 18Set de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsEtxeberríaAcceso abierto0.93704553333333