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- W3183258664 abstract "espanolEste articulo trata de obtener una vision comprensiva de los cambios que se han producido en el ambito educativo a consecuencia de la crisis de la COVID-19 analizando la brecha digital, o mejor, las posibles brechas digitales, y otras que han surgido. Para lograr este objetivo hemos utilizado tres estudios: el primero, cuantitativo, tiene como objeto toda la poblacion espanola, el segundo, mas especifico, trata de reconocer las necesidades de la poblacion mas vulnerable y el tercero, cualitativo y de elaboracion propia. Este ultimo cuenta con un grupo focal, formado por expertos en educacion tanto del ambito universitario como del escolar, y ha profundizado en lo que ha ocurrido en los centros en el ultimo ano y especificamente en lo que hace referencia a la brecha digital. Podemos destacar que el concepto brecha digital es complejo y responde a varios tipos. Se observa una dimension gradual y, en todo caso, existe una verdadera brecha que separa a un 5 % de la poblacion. Ademas, coincide con otras brechas ya existentes en educacion relacionadas con situaciones de especial vulnerabilidad social que se han agudizado debido a la pandemia. Concluimos que la presencialidad puede ser complementada, pero no suplantada, y que la respuesta ante situaciones tan complejas no debe ser solamente tecnologica, sino plenamente pedagogica e inclusiva. EnglishThe aim of this study is to provide an analytical and comprehensive view of the educational changes raised by the COVID-19 crisis, from three complementary perspectives. We try to explore the digital divide, or better, the possible digital gaps, and other gaps that have arisen. Thus, we have analyzed three studies. The first is a quantitative survey about the whole Spanish population; the second, more specific, tries to explore the needs of the most vulnerable and the third, of a qualitative nature, was developed by our own Department. In this latter case, focused on a group of education experts from both university and school settings, we have deepened the study about the schools situation in the past year and, more specifically, in terms of the digital divide. This is a complex concept and responds to several digital gaps, not to a single one. A gradual dimension is observed and, in any case, there is a real gap for 5 % of the population. The digital divide goes along with other situations of special social vulnerability that have only been intensified by the pandemic. The conclusion is that faceto- face classroom sessions can be complemented but not replaced. The response to such complex situations cannot be only technological, but fully pedagogical and inclusive." @default.
- W3183258664 created "2021-08-02" @default.
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- W3183258664 date "2021-01-01" @default.
- W3183258664 modified "2023-09-27" @default.
- W3183258664 title "Educación, pandemia y brechas digitales: lecciones de un momento insólito" @default.
- W3183258664 hasPublicationYear "2021" @default.
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