La digitalización puede hacer la educación más equitativa e inclusiva si se abordan las desigualdades de acceso y habilidades digitales.
En las últimas décadas, la digitalización en la educación ha crecido significativamente, con la pandemia de COVID-19 destacando tanto la necesidad de recursos tecnológicos adecuados como las profundas desigualdades digitales. La investigación muestra que, aunque las tecnologías digitales pueden hacer la educación más equitativa e inclusiva al personalizar y flexibilizar el aprendizaje, las desigualdades en el acceso y en las habilidades digitales pueden socavar estos beneficios. Para promover resultados educativos equitativos, los sistemas educativos deben asegurar el acceso a recursos digitales y fomentar habilidades digitales, diseñando tecnologías con la inclusión en mente. Además, estas herramientas pueden apoyar a estudiantes de diversos orígenes, incluyendo aquellos con necesidades educativas especiales y de diferentes minorías. Sin embargo, la tecnología no es una solución mágica y, sin una adecuada planificación, puede aumentar las exclusiones existentes. Por lo tanto, es fundamental que las políticas educativas se centren no solo en el acceso a la tecnología, sino también en su uso efectivo, seguro e inclusivo.
Resumen automático
There are many studies on the potential benefits of digital games, which are wide- ranging and include enhancing social skills (Bernardini, Porayska-Pomsta and Smith, 2014[137]; Malinverni et al., 2017[138]; Stone, Mills and Saggers, 2018[139]) and supporting the development of fine motor skills and handwriting (Good, 2021[136]).
Education systems have generally been pushing to invest in schools’ digital infrastructure in order to compensate for the limited access to digital technologies and the Internet at home faced by disadvantaged students (Bulman and Fairlie, 2016[173]; OECD, 2015[174]).
Promoting digital inclusion for students in school should encompass features, as with digital equity in education, such as establishing sufficient digital infrastructure and access, support in integrating digital technologies into the teaching and learning process, and a focus on promoting digital literacy in students and teachers (Kim, Yi and Hong, 2021[6]).
Certain digital spaces can still be inaccessible for students with special needs (e.g. due to lack of accessibility features such as but not limited to closed captioning, text-to-speech software etc.) (Alper and Goggin, 2017[149]), and while digital tools can compensate for certain difficulties (e.g. reading, writing), barriers to accessing and exploiting the benefits of the digital environment persist such as physical or cognitive barriers, or lack of personal skills (Sorbring, Molin and Löfgren-Mårtenson, 2017[150]).
Digital technologies can be used to support the inclusion of diverse student groups in education in a number of ways including enhancing accessibility of educational content, increasing personalisation and providing distance learning opportunities, as was the case during the COVID-19 pandemic.
Inclusive digital tools can improve motivation across content and tasks by stimulating and extending learning opportunities while giving more flexibility for students to pursue their individual interests (Olszewski-Kubilius and Lee, 2004[157]; Periathiruvadi and Rinn, 2012[158]; Rutigliano and Quarshie, 2021[152]).
There is a higher share of teachers who feel they can support student learning using digital technologies in private than in public schools in about a quarter of TALIS-participating countries and economies, and is larger in socio-economically advantaged than disadvantaged schools in seven education systems (OECD, 2022[172]).
The goal of this project was to enhance the basic and transversal skills and digital literacy of Roma students to improve their quality of learning (Novak, Rabiee and Tjoa, 2018[215]).
Parsing text into sentences and tokens...DONE
Calculating pairwise sentence similarities...DONE
Applying LexRank...DONE
Formatting Output...DONE
[1] "For example, there are many studies on the potential benefits of digital games, which are wide- ranging and include enhancing social skills (Bernardini, Porayska-Pomsta and Smith, 2014[137]; Malinverni et al., 2017[138]; Stone, Mills and Saggers, 2018[139]) and supporting the development of fine motor skills and handwriting (Good, 2021[136])."
[2] "Education systems have generally been pushing to invest in schools’ digital infrastructure in order to compensate for the limited access to digital technologies and the Internet at home faced by disadvantaged students (Bulman and Fairlie, 2016[173]; OECD, 2015[174])."
[3] "Promoting digital inclusion for students in school should encompass features, as with digital equity in education, such as establishing sufficient digital infrastructure and access, support in integrating digital technologies into the teaching and learning process, and a focus on promoting digital literacy in students and teachers (Kim, Yi and Hong, 2021[6])."
[4] "Furthermore, certain digital spaces can still be inaccessible for students with SEN (e.g. due to lack of accessibility features such as but not limited to closed captioning, text-to-speech software etc.) (Alper and Goggin, 2017[149]), and while digital tools can compensate for certain difficulties (e.g. reading, writing), barriers to accessing and exploiting the benefits of the digital environment persist such as physical or cognitive barriers, or lack of personal skills (Sorbring, Molin and Löfgren-Mårtenson, 2017[150])."
[5] "Conclusion 54 References 57 Figures Figure 1.1. Availability of digital resources in schools 10 Figure 1.2. Availability of an effective online learning support platform, PISA 2018 12 Figure 2.1. Participation in professional development for teachers and need for it, TALIS 2018 33 Figure 3.1. Policies for inclusive use of digital technologies in education 38 Boxes Box 1.1. Inclusive education 15 Box 2.1. Digital equity and inclusion of Roma students in Europe 24 Unclassified 6 EDU/WKP(2023)14 Introduction In recent decades, digitalisation in and out of education has steadily increased."
[6] "Figure 3.1. Policies for inclusive use of digital technologies in education Building School-Level Monitoring & Governance Resourcing Capacity Interventions Evaluation Legislation Inclusive and policy: Access learning International Inclusive strategies Student to local pedagogy outcomes Digital Non- Promoting resources instructional digital literacy support Teacher Development Public-private digital skills Parent & of indicators Digital safety and privacy partnerships community engagement Note: A general overview of some practices and policies mapped to the Strength through Diversity framework that is not meant to be comprehensive or exhaustive."
[7] "Unclassified 4 EDU/WKP(2023)14 Abstract Digital technologies can be used to support the inclusion of diverse student groups in education in a number of ways including enhancing accessibility of educational content, increasing personalisation and providing distance learning opportunities, as was the case during the COVID-19 pandemic."
[8] "Furthermore, inclusive digital tools can improve motivation across content and tasks by stimulating and extending learning opportunities while giving more flexibility for students to pursue their individual interests (Olszewski-Kubilius and Lee, 2004[157]; Periathiruvadi and Rinn, 2012[158]; Rutigliano and Quarshie, 2021[152])."
[9] "In fact, there is a higher share of teachers who feel they can support student learning using digital technologies in private than in public schools in about a quarter of TALIS-participating countries and economies, and is larger in socio-economically advantaged than disadvantaged schools in seven education systems (OECD, 2022[172])."
[10] "The goal of this project was to enhance the basic and transversal skills and digital literacy of Roma students to improve their quality of learning (Novak, Rabiee and Tjoa, 2018[215])."
