Implications of the digital divide: A systematic review of its impact in the educational field
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Título: | Implications of the digital divide: A systematic review of its impact in the educational field |
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Autor/es: | Miras, Sebastián | Ruiz Bañuls, Mónica | Gómez Trigueros, Isabel María | Mateo-Guillén, Copelia |
Grupo/s de investigación o GITE: | Educación Literaria y Lingüística en Español e Inglés (ELEI_UA) | Grupo de Investigación en Igualdad, Género y Educación (IGE) | Grupo Interdisciplinar de Didáctica de las Ciencias Sociales y de las Tecnologías del Aprendizaje y del Conocimiento (GIDTAC) | Grupo de Investigación Interdisciplinar en Docencia Universitaria - Educación y Tecnologías de la Información y Comunicación/Educación Inclusiva (GIDU-EDUTIC/IN) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Innovación y Formación Didáctica | Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas |
Palabras clave: | Education | Digital divide | Pandemic | ICTs | Virtual learning |
Fecha de publicación: | 2023 |
Editor: | OmniaScience |
Cita bibliográfica: | Journal of Technology and Science Education. 2023, 13(3): 936-950. https://doi.org/10.3926/jotse.2249 |
Resumen: | Previous research has shown the consolidation of the digital divide as an object of study over the last two decades. The pandemic caused by COVID-19 has multiplied the consequences of digital exclusion, as well as the number of studies examining its effects in the educational field. Based on this current educational reality, we approach a proposal that examines in depth the existing literature on the digital divide in the educational context by using the systematic review as a research methodology. We present an analysis of relevant studies published in the last three years with the aim of answering the following questions: How did the digital divide affected e-learning and ICT implementation during the pandemic? ; what methods were used to assess it? ; and what are the proposals to counteract its presence?. The results obtained in our study confirm the use of systematic reviewing which synthesize and accumulate the results of different primary studies. These results also serve to identify research gaps that point, in our case, towards future lines of work on the causes, persistence and interventions to mitigate the expansion of the digital divide in today's educational landscape. |
Patrocinador/es: | This research is part of the Research Project of the Ministry of Innovation, Universities, Science and Digital Society entitled “The gender digital divide and the TPACK model in teacher training: an analysis of digital teacher training” (GV/2021/077). PI Isabel María Gómez Trigueros. |
URI: | http://hdl.handle.net/10045/137646 |
ISSN: | 2014-5349 (Print) | 2013-6374 (Online) |
DOI: | 10.3926/jotse.2249 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | Article’s contents are provided on an Attribution-Non Commercial 4.0 Creative commons International License. Readers are allowed to copy, distribute and communicate article’s contents, provided the author’s and JOTSE journal’s names are included. It must not be used for commercial purposes. To see the complete licence contents, please visit https://creativecommons.org/licenses/by-nc/4.0/. |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.3926/jotse.2249 |
Aparece en las colecciones: | INV - GIDTAC - Artículos de Revistas INV - GIDU-EDUTIC/IN - Artículos de Revistas INV - IGE - Artículos de Revistas INV - ELEI_UA - Artículos de Revistas |
Archivos en este ítem:
Archivo | Descripción | Tamaño | Formato | |
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Miras_etal_2023_JOTSE.pdf | 837,56 kB | Adobe PDF | Abrir Vista previa | |
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