The DigiCraft program is an initiative of Vodafone Spain Foundation that involves the participation of certain members of the GITE-USAL group of the University of Salamanca. After more than a year working on the design of the program, it was implemented in 2020 in several schools and educational support classrooms across Spain. DigiCraft is a solid teaching proposal aimed at training the digital competences of Spanish children aged 6 to 12.
Democracy is threatened by the serious problem of disinformation. It is a complex phenomenon that must be analyzed from an educational approach in order to recognize what pedagogical models, practices and resources have been developed to train citizens to overcome disinformation. The “Forge of Destiny” project, funded by the COTEC Foundation for Innovation and developed by Nodo Educativo, aims to create an educational video game and has allowed us to learn about the relationship between education and disinformation.
One of the major recurring criticisms when education policies are designed is the lack of attention to teachers’ demands. In this sense, teachers often ask to be listened to by both regional and national governments when drawing up education laws. Based on this idea, the doctoral thesis “Las políticas educativas TIC en el plano autonómico: el caso de Andalucía” proposes among its objectives to understand the teachers’ vision about the future of ICT, with the aim of gathering interesting information for the future development of ICT policies in Andalusia.
Science is a universal, independent, collaborative activity oriented to the common good. The scientific community is conditioned by the evaluation of its production, which translates into a quantification of its results through external criteria, indicators and classifications, designed by public organizations and private companies. Scientists become “entrepreneurs” for innovation, “debtors” of the required excellence, or both at the same time. To overcome this situation, science must open itself to two approaches: the pro-common and the gender perspective. On the one hand, open the sciences to the basic needs of our time through interactions with bio-social ecosystems and productive and communicative models. On the other hand, to overcome the consideration of gender only as an object of study to consider gender equity in research groups and how the designs, developments and dissemination of scientific studies are approached from a feminist perspective.
How and where do young university students learn? Conceptions, strategies, technologies, and contexts in their learning trajectories.
Today, many of the young people studying at university are considered “post-20th century” (McCrindle and Wolfinger, 2011). Not only because they were born after the Internet and the WWW, in an increasingly digital world, but also because they have grown up in a VICA (volatile, uncertain, complex and ambiguous) social, political, economic and technological context. Young university students are present in social protest movements and at the same time are more fearful and conservative (Haidt and Lukianoff, 2019). These young people, who are considered the first Homo Globalis or citizens of the world (Broennimann, 2017), have grown up connected to virtual environments and with access to more information than those of any other generation (Seemiller and Grace, 2017).
The EDIGA (Digital Environments and Gender Identity in Adolescence) project seeks to analyse and understand the role that digital environments play in the process of gender identity construction during adolescence in different sociocultural contexts – Spain, Mexico and Uruguay – thus making contributions to both families and schools.
Lenght, fragmentation and insuitability. Three problems that define the Spanish curriculum, and which are described, in an excellent exercise of clarity and precision, by Guadalupe Jover, the secondary school teacher who presented, with the Minister and César Coll, the new Curricular Reform just a few weeks ago.
MiCreate employs a methodological research perspective called ‘child-centred approach’ (Due, Riggs & Augoustinos, 2014). This viewpoint introduces the need for a series of deconstructions of the usual way of conducting educational and social research to intensively consider the participation and interests of children and youth. The interest in deepening the recognition of children and young people and their agency is related to a significant shift towards a less adult-centred and more child-centred relationship. A review of the meanings, the methodological and ethical implications of this approach has led us to observe that the foundations of this perspective in research appeal to the participation of children, their agency and authorship in the creation of knowledge and their capacity to make decisions, act and express themselves within the framework of a research process (Stuardo-Concha, Carrasco & Hernández-Hernández, in press).
This research, directed by Professor Area Moreira and carried out by research groups from different Spanish universities (CRIE, EDULLAB, STELLAE, among others) has delved into the status of the question concerning the production, distribution and pedagogical use in Primary Education schools in the Spanish context.
Children, young people and adults must deal with all kinds of digital information on a daily basis, decoding different languages and messages in the media environment in which they operate. But do they all have the right tools, skills, knowledge and competences to handle these things?