Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

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.

En este artículo se presenta el diseño y resultados de un estudio de casos sobre 40 centros públicos de Educación Infantil y Primaria, y de Educación Secundaria, en el que se analizó el nivel o estadio de integración pedagógica y organizativa de las tecnologías digitales en cada uno de los mismos. Para el análisis de los datos se elaboró una matriz de valoración con cuatro estadios o fases de transformación digital (iniciación, aplicación, integración, transformación) y ocho dimensiones de integración pedagógica y organizativa de las TIC. Los principales factores inhibidores u obstáculos identificados fueron: la escasez de dispositivos suficientes para el alumnado y el profesorado; conectividad limitada; la inestabilidad de claustro; la falta de liderazgo que impulsara el uso de las TIC en el centro; y la ausencia de una visión compartida del equipo directivo acerca del potencial educativo de las TIC.

Since the 1980s, accountability, performance measurement and competitiveness have been implemented in universities globally. It is the management logic known as New Public Management (NPM). But the NPM in contemporary academia is not understood without attending to the emergence of digital management devices and platforms (DMDs). It is the combination of both events that we have called the digital turn in university management. The implementation of DMDs is not a homogeneous and fully satisfactory process but is loaded with attempts, fails, and failures that need the voice of academics to be understood in its extension. This article presents the results of 40 interviews with academics about their experience and engagement with DMDs. The results point to the existence of at least three repertoires: 1) device-lover, 2) functional- pragmatic and 3) oppositionist-rejector. Together, these results point out that, on one hand, both the experience and the identity of the academic; and on the other hand, the relationship with the institutional context; both are the key to the successful implementation of the DMDs.

El objetivo de este trabajo es someter a debate algunos de los temas clave que definen la investigación y la práctica de la Tecnología Educativa académica (TE) en la actualidad y que explican, en parte, su crisis de identidad. El análisis teórico que se presenta centra su atención en cuatro temas: (1) la necesidad de un concepto más actual y matizado sobre qué es la tecnología; (2) una redefinición del campo de estudio de la Tecnología Educativa basada en la relación entre tecnología y educación, ampliando su ámbito de estudio más allá de la dicotomía tradicional entre dispositivos y diseño instruccional;  (3) la reconsideración de sus relaciones con otras disciplinas académicas que le sirven como soportes teórico-analíticos; y,  finalmente,  (4) el análisis de algunas de las debilidades de la investigación actual en TE producto de las asunciones epistemológicas dominantes en las últimas décadas, de las metodologías auspiciadas por las publicaciones y del tipo de conocimiento que promueven.  

This paper addresses discourses about Spanish and its development in the Chilean context in the 21st century by analyzing exchanges about language on Facebook between 2009 and 2019. The study focused on Facebook communities and pages administered from Chile, in which language and identity policies are discussed in the Chilean context. Research led to the detection of phenomena such the minimization of language problems as relevant within Chile’s digital space; a scarce presence of ideological tropes of national pride; and, notably, the emergence of a renewal of the ideology around the fact that in Chile “people speak poorly” based on political and identity necessities. There were also detections of a revaluation of Chilean Spanish, especially among the lower classes. All this contrasts with a positive vision of the Mapuche or Mapudungun language, the most widely spoken native language in the country,and an expansion of its political reach.

In this research we carried out a study with quantitative and qualitative methodology of two encyclopedic entries and their respective talk pages in the Spanish version of Wikipedia. These two monitored and analyzed articles are "Spanish language" and "controversy over the name of the Spanish language", whose analysis has allowed us to show the collaborative working mode of the online encyclopedia as well as the study of the discussion forums that are generated in the construction of these entries. Therefore, we analyze some characteristic behavior aspects of virtual forums and the most frequently used (dis)courtesy strategies in the discussions that the encyclopedia itself promotes for its development. Our results show how the Spanish Wikipedia is a working environment that aims to continue to make progress in obtaining rigorous and effective results, by arbitrating an endogenous structure that acts as a filter / manager of content and ways of expression. We will also verify how the discussion on the construction of these voices shows elements of discourtesy between users and editors, which denotes an attitude that is different from the rules of behavior of this digital encyclopedia (the so-called "five pillars" of Wikipedia).

In the Spanish political language, the lexical selection used to refer to the concept of nation shows striking ideological differences: rightwing formations usually use the term Spain whereas progressive or nationalist parties favor the phrase Spanish State. Similarly, the term homeland is generally associated with conservative imagery. Since its emergence on the political scene in 2014, Podemos has tried to give a new meaning to the concept of homeland, articulating a constructive patriotism opposed to the blind patriotism of the conservatives. In order to do this, Podemos has tried to link the notion of homeland to the defense of people´s rights and freedoms and to the Welfare State. This work aims to explain what the appropriation of the term has consisted of in the discourse of Podemos during its first two years of parliamentary career (2016-2017).

In the learning process, visual literacy is key for the construction of meanings, and knowledge of the components of visual language is an expected outcome of the school curriculum. However, studies offering empirical evidence in this area are scarce, particularly from teaching students. This research of exploratory type and with quantitative analysis techniques, examines which of these components would have a greater impact on the elaboration of texts of a visual nature, based on the evaluation of a corpus of illustrations originally made by Early Teacher Training students at a university that is a member of the Board of Chancellors of Chilean Universities. The research process allowed us to identify the predominance of color, composition and visual representation, whose evaluation could enhance learning in this area.

The article purpose was to characterize the educational institution considering quality management. Was applied a participatory action research design, with an interpretive hermeneutical approach. The methodological description came from the prospective structural analysis, by exploring the organization starting from the planning of activities according to the educational processes, keeping the congruence with the institutional mission and vision; exploring the management and organization related with the structure and guidelines of the corporation where the institution belongs; and recognizing control of activities and staff. The Structural analysis use MICMAC as prospective strategy. Among the findings, key variables emerge from the prospective, highlighting strategic planning in the educational institution, where human talent and performance have a high level of importance in order to organizational improvements.

The objective of the study was to determine the learning improvement of students of Electronic Engineering of the Universidad Nacional José Faustino Sánchez Carrión in the subject of Microcontrollers applying Microrobotics in the eighth cycle. The population consisted of all students enrolled in the microcontroller course, 2016-II. The type of research was descriptive-relational and the design was transverse-correlational. As a tool for data collection, a pres-test and post-test were used where knowledge of microcontroller programming is reported. 66% of students disapproved of the pre-test and 100% of students passed the post-test. The student learning improved significantly with the application of the Microrobotics in the subject of Microcontrollers and the attitude of the student on the use of these devices in the area of electronics and automation was positive.