Publicación: Brecha digital versus inclusión en Educación Primaria. Perspectiva de las familias españolas
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2022
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info:eu-repo/semantics/openAccess
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Resumen
El objetivo de esta investigación es analizar, desde la perspectiva de las familias, la brecha en el uso, acceso y calidad de uso en el desarrollo del aprendizaje del alumnado de Educación
Primaria durante el confinamiento por la Covid-19. La metodología utilizada es mixta, analizando la brecha digital de uso, acceso y calidad de uso, de las familias mediante un cuestionario con 1228 participantes y una entrevista semiestructurada que ha contado con 20 participantes. Entre los resultados destaca el perfil de familias muy implicadas con la formación de sus hijos/as, con suficiencia de medios para poder hacer frente a los modelos de Educación a distancia. Al analizar las características sociales de las familias se encontraron diferencias significativas en las tecnologías digitales y en la conciliación familiar atendiendo al número de hijos/as de la unidad familiar. El acceso a contenidos educativos complementarios varía según la edad de los padres, su formación académica o el área profesional. El seguimiento de la web del Gobierno “aprendo en Casa” muestra diferencias atendiendo al tipo de institución educativa. Estos datos permiten vislumbrar la existencia de brecha digital en la educación a distancia en España, donde las diferencias sociales impiden el desarrollo de una educación inclusiva.
The objective of this research is to analyze, from the perspective of families, the gap in the use, access and quality of use in the development of learning of Primary Education students during the confinement by Covid-19. The methodology used is mixed, analyzing the Use Gap and digital training of families through a questionnaire with 1,228 participating families and a semi-structured interview with 20 participants. Among the results, the profile of families very involved with the training of their children stands out, with sufficient means to be able to face the models of distance education. When analyzing the social characteristics of the families, significant differences were found in technological resources and in family reconciliation according to the number of children in the family unit. Access to complementary educational content varies according to the age of the parents, their academic training or professional area. The monitoring of the Government's educational website "I learn at home" shows differences according to the type of educational institution of the student. These data allow us to glimpse the existence of digital divide in distance education in Spain, where social differences prevent the development of inclusive education.
The objective of this research is to analyze, from the perspective of families, the gap in the use, access and quality of use in the development of learning of Primary Education students during the confinement by Covid-19. The methodology used is mixed, analyzing the Use Gap and digital training of families through a questionnaire with 1,228 participating families and a semi-structured interview with 20 participants. Among the results, the profile of families very involved with the training of their children stands out, with sufficient means to be able to face the models of distance education. When analyzing the social characteristics of the families, significant differences were found in technological resources and in family reconciliation according to the number of children in the family unit. Access to complementary educational content varies according to the age of the parents, their academic training or professional area. The monitoring of the Government's educational website "I learn at home" shows differences according to the type of educational institution of the student. These data allow us to glimpse the existence of digital divide in distance education in Spain, where social differences prevent the development of inclusive education.
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Categorías UNESCO
Palabras clave
Covid 19, educación a distancia, brecha digital, educación inclusiva, diversidad escolar, distance education, digital divide, inclusive education, school diversity
Citación
Gil-Quintana, J. y Vida de León, E. (2022). Brecha digital versus inclusión en educación primaria. Perspectivas de las familias españolas. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 20(2), 85-104. https://doi.org/10.15366/reice2022.20.2.005
Centro
Facultades y escuelas::Facultad de Educación
Departamento
Didáctica, Organización Escolar y Didácticas Especiales