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Núm. 37 (2020): Number 37 June 2020 [Monographic] Digital learning: distraction or default for the future
Núm. 37 (2020): Number 37 June 2020 [Monographic] Digital learning: distraction or default for the future
Publicado:
2020-06-30
Editorial
Digital learning: distraction or default for the future
Pablo Rivera-Vargas, Cristóbal Cobo Romani
PDF (English)
Artículos monográficos
The 'obvious' stuff: exploring the mundane realities of students' digital technology use in school
Neil Selwyn, Selena Nemorin, Scott Bulfin, Nicola F Johnson
1-14
PDF (English)
La transformación digital de los centros escolares. Obstáculos y resistencias
Manuel Area-Moreira, Pablo Joel Santana Bonilla, Ana Luisa Sanabria Mesa
15-31
PDF
Investigating Digital Distraction among Pre-service Science, Technology, and Mathematics Teachers in Nigeria
Adeneye Olarewaju Awofala, Oladiran Stephen Olabiyi, Racheal O Okunuga, Omolabake Temilade Ojo, Awoyemi Abayomi Awofala, Abisola O Lawani
32-48
PDF (English)
Beyond cybersafety: The need to develop social media literacies in pre-teens
Luci Pangrazio, Lourdes Cardozo-Gaibisso
49-63
PDF (English)
Practices and Discourses of Academics: Local Lessons to Address the Digital Shift in Academic Management
Carla Fardella, Enrique Baleriola, Giazú Enciso
64-78
PDF (English)
Cuatro décadas de políticas para integrar las tecnologías digitales en el aula en Cataluña: acciones, logros y fracasos
Begoña Gros, Joan-Anton Sánchez Sánchez, Iolanda García, Cristina Alonso
79-95
PDF
The end of Enlaces: 25 years of an ICT education policy in Chile
Magdalena Claro, Ignacio Jara
96-108
PDF (English)
Appropriation of ICT in the educational field: approach to public policy in Colombia years 2000-2019
Diego Fernando Barragán Giraldo, Juan Carlos Amador Báquiro
109-129
PDF (English)
Pending issues from digital inclusion in Ecuador: challenges for public policies, programs and projects developed and ICT-mediated teacher training
Diego Apolo, Malena Melo, Johe Solano, Felipe Aliaga-Sáez
130-153
PDF (English)
Lessons from the Training and Support of Teachers in the Development of Digital Skills: A case study of @prende 2.0
Ana Lidia Franzoni Velázquez, Maria Cristina Cardenas Peralta, José Ángel Mandujano Canto
154-171
PDF (English)
Technology adoption in Malaysian schools: An analysis of national ICT in education policy initiatives
Azlin Zaiti Zainal, Siti Zaidah Zainuddin
172-194
PDF (English)
Digital technology as a trigger for learning: promises and realities
Juana M. Sancho -Gil
195-207
PDF (English)
A Critical look at Educational Technology from a Distance Education Perspective
Terry Anderson, Pablo Rivera-Vargas
208-229
PDF (English)
[Epilogue] Rethinking digital literacy: Media education in the age of digital capitalism
David Buckingham
230-239
PDF (English)
Artículos revisados por pares
Hacia una visión contemporánea de la Tecnología Educativa
Linda Castañeda, Jesús Salinas, Jordi Adell
240-268
PDF
What are teens doing with media? An ethnographic approach for identifying transmedia skills and informal learning strategies
Carlos A. Scolari, Elisenda Ardèvol, Òliver Pérez-Latorre, Maria-Jose Masanet, Nohemi Lugo Rodríguez
269-287
PDF (English)
Are primary education teachers from Catalonia (Spain) trained on the ICT and disability?
José María Fernández Batanero, Pedro Román Graván, Carmen Siles Rojas
288-303
PDF (English)
The educational use of Social Networks Sites: a comparative analysis between the Spanish and English production
Aída Valero Moya, Mireia Vendrell Morancho, Laura Camas Garrido
304-322
PDF (English)
Modelo para determinar acciones de calidad en la formación virtual
Juio Cabero Almenara, Annachiara Del Prete, Maria Luisa Arancibia
323-342
PDF
Digital technologies in support of students learning in Higher Education: literature review
Marta Pinto, Carlinda Leite
343-360
PDF (English)
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