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This study seeks to analyze, through the perceptions of teachers, the impact of the digital divide and the relationship between educational inclusion and the use of ICTs in education. In line with Sustainable Development Goal (SDG) 4 of the United Nations Agenda 2030, which promotes inclusive and quality education. The methodology used was quantitative, employing an ad hoc and validated Likert-type scale, to measure the perception of teachers in three dimensions: perception towards the effects of the digital divide in teaching, perception towards the inclusive use of technologies in the classroom and inclusive education practices in the classroom. A total of 790 teachers in service at the primary level in western Honduras participated. The results indicate that there is a limited perception of the effects of the digital divide among the participating teachers. Likewise, differences were found between the way in which older teachers perceive the inclusive integration of technologies in the classroom. In addition, the participating teachers' understanding of inclusive education practices is mainly theoretical. These findings indicate the existence of an opportunity to improve awareness and practical understanding of technology integration and inclusive strategies in the educational context.

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[Purpose] Having internet access is essential for the full enjoyment of many human rights. Therefore, this Article aims to determine the minimum essential content of the right to the internet in order to both understand the extent to which it deserves protection and to verify compliance with the obligations it entails. We describe the evolving nature of internet and broadband access due to technological developments and social needs. We also present the different positions regarding internet access as a human right or not, as well as how this right is acknowledged in the Mexican Constitution. [Methodology/Approach/Design] The methodology was the review and analysis of norms, case law, academic and public policy documents, as well as references to relevant statistical data. The scope of the paper is framed in the discussion of fundamental and human rights. [Findings] The right to internet access has both a negative dimension and a positive one. The negative dimension consists of a State obligation not to limit or restrict the right to internet access. The positive dimension must be determined using the economic, social, and cultural rights standard of the four As, namely, availability, accessibility, acceptability, and adaptability. Finally, we propose the minimum essential content of the right to internet access on those four characteristics. [Practical Implications] - This Article provides arguments and bases for the minimum essential content of the right to internet access and broadband which are relevant for policymakers, judicial decisions, and civil society. Also, the academic debate is and will be open on the subject matter of this paper insofar as the evolutionary nature of technology, demands a constant review and update of the minimum essential content of the right. [Originality/Value] There is currently no literature regarding what a right to internet access and broadband would include as obligations to States and other parties.

This article presents the outcomes on the process of adapting and validating the questionnaire for the study of Digital Competence of Students in Higher Education measurement instrument (CDAES by its abbreviation in Spanish) to the Colombian population. The questionnaire was first reviewed and adjusted by a research team composed of five university professors with experience in digital learning; after that, it was evaluated by two experts in digital competences; and then, applied to a sample of 103 students from different undergraduate programs in online modality of a higher education institution. The results of the statistical validation present positive indicators for each of the six dimensions evaluated that are considered sufficiently comprehensive. Thus, the conclusion is that implementing the instrument is adequate for the Colombian population, so the questionnaire is suitable for measuring digital competencies of university students, determining the causes of the digital divide, and favoring its reduction.

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This paper aims to analyze the potentials and limitations offered by Information and Communication Technologies (ICT) in the educational field, specifically in the context of the pandemic caused by the SARS-COV2 virus. A qualitative research methodology with a documentary approach was employed to gather and analyze a series of relevant documents regarding the use of technology in contingency scenarios as substitutes for traditional learning environments. Based on the obtained results, it can be concluded that the pandemic has created an opportunity to rethink educational systems, 1mphasizeng the importance of ICT in the educational field. The need to design and redesign strategies that effectively integrate the use of ICT in classrooms, restructuring teaching and learning processes to ensure quality education, becomes evident. It is worth highlighting that ICT has demonstrated its ability to provide innovative solutions in the educational domain, enabling the continuity of the teaching and learning process during emergency situations such as the current pandemic. However, certain limitations and challenges must be addressed, such as the digital divide and the need for teacher training in the use of these technological tools. [ABSTRACT FROM AUTHOR]

The book "DE MEMÓRIAS NOS FAZEMOS" by Violante Saramago Matos is a dialogue between the author and her father, the writer José Saramago. Divided into two parts, the book explores the author's memories and reflections on her father's life and work. Additionally, it addresses the relationship between reality and fiction, the importance of books, and the search for answers and meanings in life. On the other hand, the book "Ser Feministas", edited by Alicia Puleo, celebrates the thirtieth anniversary of the Feminism Collection and presents a compilation of works by 43 authors on various concepts and themes related to feminism. The work aims to encompass both classical and contemporary feminist theories, including current topics such as the digital divide and the climate emergency. [Extracted from the article]

The article identifies and discusses the country's problems related to cultural expropriation through the imposition of symbolic arrangements and systems that hark back to our colonial condition. From "catechesis in the tabas" to the present day, a subterranean operation of deprivation of knowledge and plundering of memory prevails, which is expressed in new power relations, with the domain of knowledge and information as a new and powerful political instrument. The appropriation and/or deprivation of these codes denounces their antagonistic dimension: the power of large technology companies that exploit personal data; the devices and functionalities that hijack users' attention spans and the massive growth of data and fake news. We seek to demystify the false autonomy of technology and recognize the transversal web of relationships (cultural, social, economic and political) that involves the production, dissemination and social use of information in Brazil. [ABSTRACT FROM AUTHOR]

Senegal es un país subsahariano que desde hace unos años ha implantado la enseñanza de español como LE, sin embargo, no ha podido desarrollarse, de forma efectiva, debido al analfabetismo tecnológico reflejado en los índices de competencia digital. Por lo tanto, este trabajo tiene como objetivo analizar la competencia digital docente en la enseñanza del español en el país africano para identificar la brecha digital existente y cómo se incrementaría su riesgo de exclusión digital. Asimismo, intenta proponer herramientas digitales didácticas, es decir, ofrece una propuesta innovadora que promueve el uso de las nuevas tecnologías en la didáctica del español en Senegal. Desde el punto de vista metodológico, se trata de una investigación mixta cuali-cuantitativa basada en el Marco Común de competencia digital docente y el cuestionario diseñado por la Universidad de La Rioja para el análisis de competencias digitales docentes. Como muestra se han seleccionado docentes y estudiantes de español con lengua extranjera de la Universidad Gaston Berger en Senegal. Los resultados obtenidos indican que existe una disparidad en las competencias digitales, lo que promueve una brecha digital e incrementa su riesgo de exclusión digital. Por tanto, esta investigación intenta contribuir con el desarrollo de la competencia digital en las universidades senegalesas con el fin de mejorar la enseñanza del español y el desarrollo de competencias digitales. /// Senegal is a sub-Saharan country that for some years has introduced the teaching of Spanish as LE, however, it has not been able to develop, effectively, due to the technological illiteracy reflected in the digital competence indices. Therefore, this work aims to analyze the digital competence of teachers in the teaching of Spanish in the African country to identify the existing digital divide and how it would increase its risk of digital exclusion. It also tries to propose didactic digital tools, that is, it offers an innovative proposal that promotes the use of new technologies in the didactics of Spanish in Senegal. From the methodological point of view, this is a mixed qualitative-quantitative research based on the Common Framework of Teaching Digital Competence and the questionnaire designed by the University of La Rioja for the analysis of teaching digital competences. As a sample, teachers and students of Spanish with a foreign language from the Gaston Berger University in Senegal have been selected. The results show that there is a disparity in digital skills, which promotes a digital divide and increases their risk of digital exclusion. Therefore, this research aims to contribute to the development of digital competence in Senegalese universities in order to improve the teaching of Spanish and the development of digital skills.

COVID-19 has triggered a worldwide health and social crisis. In Spain, the containment measures unleashed by the crisis have been particularly harsh and have generated situations of vulnerability. The Municipal Centers for the Elderly are configured as public, non-residential facilities designed to promote the coexistence of the elderly. The aim of this article is to know the professional perception of the Municipal Centers for the Elderly regarding the attention to the needs of the elderly during the confinement stage in the district of Ciudad Lineal in Madrid. For this purpose, a qualitative study was carried out and semi-structured interviews and a focus group were conducted. The results show that the closure of the centers has generated situations of vulnerability for the elderly, especially for those in a situation of loneliness and/or with a higher degree of dependence and lower digital skills. The professional teams have seen an increase in their work activity and diversity of functions in order to respond to emerging needs. Online applications have played a fundamental role in the access to services provided in homes, making the digital divide visible for those people with less accessibility to its use. The Municipal Senior Citizen Centers are configured as proactive resources to prevent situations of loneliness and isolation, overcoming the current character of coexistence spaces. [ABSTRACT FROM AUTHOR]

Innovative technologies for digital design and manufacture have spread with globalization, providing improved working tools and processes for architecture. These technologies open up different professional opportunities, forging alternative relations with society, especially for new generations and emerging countries. This article reflects on novel collaborative experiences between Ibero-American Universities, accounting for the intensive use of digital technologies in architecture. To bridge technological gaps, the authors describe collaborative efforts to produce full-size constructions, using networking, which results in a hybridization of these "new media" adapted to local and cultural contexts. These initiatives arise from an attempt to overcome the lack of resources at local Universities and their rigid institutional processes, along with their concerns about promoting global connectivity for new generations, leading to informal and collective actions that break with traditional teaching, applying advanced techniques in unseen collective and creative processes. These experiences reveal an architectural work distributed among all the participants that collaborate in the conceptualization, programming, management, and execution of the design, with diverse hybrid practices, and a powerful collective synergy. This also results in new expanded proposals that unfold new relationships with the environment and the community. Thus, these actions tend, by themselves, to integrate and project new horizons in architectural collaboration. This article aims at mapping these spatial-temporal actions in Architecture from the global south (Santos 2014). [ABSTRACT FROM AUTHOR]

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Purpose – The paper aims at assessing the evolution of the digital divide in Brazil in the last decade from a multidimensional perspective, going beyond the issue of access. How have the inequalities in the use of Internet in Brazil varied through time? Methodology – The paper investigates the relationship between individual socioeconomic characteristics and household characteristics, and the pattern of Internet access and use in Brazil using multivariate analysis, drawing on data from national ICT surveys between the years 2000 and 2019. Findings – The results show that increasing access do not necessarily result in a more equitable adoption and use of available online resources. They highlight a persistent “digital elite” capable of a more sophisticated use of the Internet. The maintenance — and even the increase — of differences in the use of Internet is in line with part of the literature on digital inclusion. Practical Implications – The study underscores the importance of developing methodological frameworks to better measure the digital divide, allowing it to be used as the independent variable in broader analyses of income inequality and access to public services, for instance. Additionally, the persistence of a "second level digital divide" in Brazil points to the need for policies that address the "digital skills gap" enabling the realization of the Internet's potential to ease social disparities. Originality – Despite the existing literature on the relationship between online inequalities and other kinds of inequalities, there are still few empirical studies, especially with a multidimensional perspective.

Este artículo presenta un instrumento concreto para medir las capacidades digitales de docentes y estudiantes universitarios, a través del cual se pretende conocer la realidad actual de los sujetos participantes en una comunidad determinada sobre sus capacidades y habilidades en la utilización de herramientas digitales, la comprensión en encontrar información de calidad y la capacidad de generar contenidos educativos digitales efectivos a través de internet. Las características de la propuesta suceden a través de la integración de un instrumento de Diagnóstico de Capacidades Digitales, cuya condición es que los participantes en la aplicación deberán tener contacto previo con las tecnologías de la información y las comunicaciones, por lo que el instrumento identifica brechas digitales y su importancia en la solución de problemas concretos de interrelación digital, especialmente en el campo de los ámbitos educativos y de comunidades académicas.

Los programas de inmersión en tecnología en las escuelas primarias, para superar la brecha digital, están generando espacios de interacción con las familias. El objetivo del estudio es identificar esos espacios, sus fines, funcionalidad y dificultades. Emerge con enorme fuerza en el estudio un conjunto de mediaciones de la familia en los procesos de alfabetización que viven sus hijos en las escuelas, así como respuestas de las escuelas a algunas demandas específicas de familias altamente concernidas con la preparación de sus hijos. En las conclusiones se plantea que lo que ocurre en las escuelas cuestiona, en cierto modo, la gramática de relaciones tradicionales de la escuela con la comunidad. Con la tecnología, la escuela se abre a la interacción de los padres. /// The technology immersion programs in primary schools, to overtake digital divide, are creating opportunities for interaction with families. The aim of this study is to identify those areas, purpose, functions, and difficulties. Emerge with enormous strength in the study a set of mediations of family literacy processes that their children live in schools and school responses to some specific demands highly concerned families preparing their children. The conclusions suggest that what happens in schools question, in a way, traditional grammar school relationships with the community. With technology, the school is open to the interaction of parents.

Se presentan los resultados de una investigación que encara el estudio de la Competencia Digital a partir de un estudio de caso. Se describe el contexto desfavorable (económico, social y cultural) de un niño de 12 años, con una situación familiar con altos niveles de desestructuración, para analizar la influencia de los diferentes agentes que intervienen en su educación profundizando tanto en los espacios formales, en el entorno escolar, como informales a nivel de familia y el potencial grupo de iguales. Son identificadas grandes lagunas que emergen al contrastar las habilidades del caso con investigaciones que analizan las dimensiones propuestas para la Competencia Digital. Los resultados destapan que el desarrollo es escaso y se centran, principalmente, en procesos relacionados con la comunicación y colaboración y lo relativo a la búsqueda de información. La investigación también pone de relieve las dificultades que emergen desde la institución escolar para poder trabajar este tipo de aprendizajes y actuar como verdadero agente compensador. Principalmente se identifican dos ámbitos limitadores a la hora de trabajar habilidades digitales: sobredimensionamiento curricular de contenidos para las áreas de la etapa de Ed. Primaria y la búsqueda de bajos niveles de conflictividad con las familias, situación que condiciona la puesta en marcha y viabilidad de los procesos de innovación educativa. /// The results of an investigation that focus on the study of Digital Competence from the analysis of a case study are presented in this article. The unfavorable context of a 12-year-old child (economic, social and cultural), with a family situation with high levels of destructuring, is described to analyze the influence of the different agents involved in his education, in depth in the Formal spaces, in the school environment, as informal at the family level and the potential group of equals. Large gaps are identified and emerge by contrasting the developed skills of the case with the research that analyses the proposed dimensions for Digital Competence. The results uncover that the development of them is scarce and focus mainly on processes related to communication and collaboration and related to the search for information. The research also highlights the difficulties that emerge from the school institution in order to work on this type of learning and act as a true compensatory agent. We mainly identify two limiting areas when it comes to working with digital skills: the oversizing of the curriculum of content in subjects of Primary Education and the search for low levels of conflict with families by conditioning the processes of educational innovation.

The right to connectivity is a necessary condition for the demand, exercise and expansion of other social, political and cultural rights. The advance of the pandemic and the measures taken to reduce contagions made access to connectivity an essential condition to guarantee essential rights, and deepened existing inequalities. The problem is the following: What is the digital divide, how is it formed and how is it related to other inequalities; What data on the digital divide do we have in Argentina and Latin America? [ABSTRACT FROM AUTHOR]

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Society is changing more and more with the innovations brought by new technologies, implying the rethinking of ways people act, interact, inform and transform the way they live on a local, regional, national, and global scale. Based on this reality, which Castells describes as a network society, it is essential to reflect on the new form of social exclusion inherent to it, that is, the digital divide. This paper's investigation problem revolves around how is the digital divide related to the exercise of participatory citizenship, especially in the electronic sphere, in the networked society. The deductive method was used in this investigation based on the technique of bibliographic research and indirect documentation. Throughout the investigation, it was possible to conclude that the aspects that involve the digital divide go beyond internet access or the matter of having computers or cell phones since this issue combines several technical, social, and geographical aspects. In this sense, overcoming the digital divide is fundamental for the use of digital citizenship as an instrument to strengthen political participation, especially in the scope of participatory citizenship. That may be possible through the expansion and creation of public policies to subvert social inequalities and technical, generational, ethnic, cultural, social, and geographical limitations, and also the development of electronic citizenship tools. [ABSTRACT FROM AUTHOR]

Purpose – Despite being the second largest mobile market in Latin America regarding subscribers, Mexico’s penetration levels remain lower than the regional averages. The aim of this paper is to evaluate whether the Mexican 2013 Telecommunications and Broadcasting Reform helped mitigate or exacerbate the digital divide. In particular, we evaluate if the Reform had an impact on fixed-line internet penetration in Mexico. Methodology/approach/design – For the assessment, the 2010 Census and 2015 Intercensal Survey data used to create impact indexes through Generalized Linear Models (GLMs) estimations. Findings – Through a quintile analysis were confronted by results, with the intention of showing the average of internet penetration in each income group. The data obtained suggest that internet penetration had positive variations in all the quintiles indicating that recent regulatory changes in telecommunications matter had helped to reduce the digital divide. Practical implications – The poor and vulnerable groups remain at the digital exclusion; these groups need more digital inclusion actions.

What is the present role of philosophy? Given the several possible distinct answers to this question, we turn our attention at some topics related to the so-called Information Ethics, a relatively recent branch of philosophical-interdisciplinary research that discusses problems arising from the relationship between human beings and digital technologies. Themes such as informational privacy, epistemic arrogance and digital divide will be discussed and related, in order to illustrate the role of philosophy in understanding the structural complexity of social dynamics in the context of the information society. We argue that thinking about the contemporary world from the perspective of Information Ethics is becoming more and more essential to account the rapid changes that the information revolution imposes on life in society and so that we are not flooded by information excess that we witness in our everyday life. [ABSTRACT FROM AUTHOR]

This article aims to identify the studies that have been developed on digital divide (DD) in digital transformation processes (DT), focusing on the understanding that technology impacts the ways societies and their relationships are developed. For this, a Systematic Literature Review was carried out, from which 21 articles, were extracted from databases and analyzed regarding the study theme and the reference to digital exclusion. It was identified a high rate of use of surveys and analysis of secondary data for the evaluation of the digital exclusion, and large areas of themes concentration such as countryside versus city, conflict between generations and the issue of infrastructure. But, in general, the concern with Digital Divide in processes of Digital Transformation is still low. Based on the observations made in the Systematic Literature Review, a research agenda is proposed to contribute to the field of studies in Digital Exclusion, mainly in the region of South America and its specific context. [ABSTRACT FROM AUTHOR]

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The purpose of this work is to present a review of the frameworks established in today's society of the forms of production and reproduction of knowledge. Similarly, some considerations of literacy from the point of view of the construction of citizenship and the political subject will be addressed in this work. The perspective of a politicization of the notion of literacy provides ideological content; thus, literacy is linked to forms of oppression and exploitation. A key element in this society will be access to information. The concept of digital divide has been defined in terms of access to computers, to the Internet and to the development of skills and knowledge in the use and application of these technologies. This first basic notion will be developed throughout this text and it will be related to the critical approach of studies on literacy and literacy. The digital divide has become a concept linked to the most recent works on the introduction of information technologies in society and, especially, in the education system, through the idea that ICT must reach all citizens to overcome implicit inequalities. [ABSTRACT FROM AUTHOR]

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Copyright of Revista de Tecnologia Aplicada is the property of Faculdade Campo Limpo Paulista and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to analyse an experience of participatory mapping and digital innovation launched in 2018 in a slum in Cotonou (economic capital-city of the Benin Republic). Carried out with a Beninese FabLab and the OpenStreetMap Benin community, the Map & Jerry project made it possible to map a precarious neighbourhood that had hitherto been missing from the official map of the city. The paper focuses on the production of this map, its legitimacy and its impacts, especially social and political, on inhabitants and local authorities unfamiliar with cartographic tools. Moreover, it sheds light on the digital innovation process, and its implementation in a city located in the Global South. Finally, it offers a critical reflection on the sustainability aspects of the project and the potential empowerment of urban poor and their recognition for the right to the city.

The aim of this paper is to examine the moderating effects in the adoption of e-commerce as the diffusion state in a country, emphasising the characteristics presented by each country according to the development of this commercial channel. Secondary exploratory data analysis showed primary relationships of development of e-commerce adoption and variables used to describe it, such as social influence and expectations of effort.

La Ciencia de la Documentación, predecesora de las Ciencias de la Información, históricamente descuidó el estudio del hombre común. Como producto de la era fordista, suponía que el valor de cualquier comportamiento informacional era su carácter técnico y económico. Como contrapunto, este artículo presenta algunos de los aportes el paradigma del Comportamiento Informacional, que abandona esta tendencia y su énfasis en el sistema de información, formal y estandarizado, para estudiar al usuario común y su día a día. El Comportamiento Informacional desarrolla una epistemología ecológica y evolutiva. Los Trabajadores del Conocimiento ya no son la única comunidad digna de estudio. Se investigan las comunidades, los nichos cerrados, los grupos excluidos, poblaciones representativas de las grandes mayorías de la humanidad. Para la Ciencia de la Información en países en desarrollo esta es una oportunidad para comprender la situación de sus usuarios informacionales desde otras perspectivas y evaluar críticamente conceptos importados tales como la Brecha Digital, cuya base está en la visión utilitaria y tecnocentrista del paradigma clásico. Documentation science, a predecessor of information science, historically neglected to study a common person. As a product of the Fordist Era, documentation science supposed the value of any information on behavior was its technical and economic nature. In contrast, this article presents some of the contributions of the paradigm of informational behavior, which moves away from this trend, and it emphasizes on a formal standardized information system to study a common use and that user's day-to-day life. Informational Behavior develops an ecological and evolutionary epistemology. Knowledge workers are no longer the only Community worthy of being studied. Today studies research communities, closed niches, excluded groups, and representative populations of vast human majorities. For information science, in developing countries, this is an opportunity to understand situation update information on users from other perspectives and critically evaluate imported concepts like the digital divide, which is based on, and utilitarian technocentric vision of the classic paradigm.

Student learning is increasingly taking place in digital environments both within and outside schooling contexts. Educational assessments are following suit, both to take advantage of the conveniences and opportunities that digital environments provide as well as to reflect the mediums of learning increasingly taking place in societies around the world. A social context relevant to learning and assessment in the digital age is the great differences in access to and competence in technology among students from different segments of societies. Therefore, access and competency in relation to technology become critical contexts for evaluations that rely on digitally based assessments. This chapter examines the digital divide between students from different segments of the society and discusses strategies for minimizing effects of digital divide on assessments of student learning. The research focuses on two types of demographic groups—gender and socioeconomic status (SES) groups—that have been highlighted in research on the digital divide. The research utilizes data from IEA’s International Computer and Information Literacy Study (ICILS) 2013 for Grade 8 students administered in 21 jurisdictions around the world. It thus provides an international perspective on digital divide as an important context for international assessments as well as assessments within jurisdictions such as Mexico that are conducting assessments in digitally based environments.

ABSTRACT OBJECTIVE To describe the use of the internet and to identify the sociodemographic and health factors associated with changes in the use of the internet over four years in older adults participating in the Brazilian EpiFloripa Idoso study. METHODS This is a longitudinal home-based, population-based study with 1,197 older adults who live in the urban area of Florianópolis, State of Santa Catarina, Brazil. We applied a face-to-face interview. We describe the use of internet according to frequency, place, devices, and motives of the use of the internet. To identify factors associated with changes in the use of the internet, we categorized the outcome as: non-use of the internet, stopped using the internet, started using the internet, and kept using the internet. The independent variables were sex, age, family income, education level, family arrangement, marital status, presence of caregiver, paid work, and cognitive impairment screening. We used multinomial logistic regression with risk ratio (RR) estimates and their respective confidence intervals (95%CI). RESULTS The prevalence of the use of internet increased from 22.9% in 2009–2010 to 26.6% in 2013–2014. Of the total number of older adults who participated in the study, 7.5% started using the internet, 3.2% stopped using it, 19.1% kept their use, and 70.2% kept their non-use in the analyzed period. Of the older adults who used the internet, most used it every day or almost every day of the week, in their own home, on desktop or portable computers, mainly to send and receive messages, to search for information to learn or investigate something, to find information about goods and services, and to use news, social networking, and health information websites. The factors associated with the use of internet over four years were: being male (RR = 2.19, 95%CI 1.48–3.26), higher monthly family income (RR = 3.53, 95%CI 1.35–9.23), higher education level (RR = 2.64, 95%CI 1.57–4.43), and no presence of caregiver (RR = 0.08, 95%CI 0.02–0.31). CONCLUSIONS Although the use of the internet is increasing among older adults, most of the population is still digitally excluded, especially women with lower income and education level. Strategies that promote the digital inclusion of older adults should be stimulated, aiming to universalize the use of the internet, and they should take into account socioeconomic and gender inequalities.

Gerontechnology has become a new field of interest in aging, showing the potential of these new tools to promote the well-being of the elderly and active aging. Although few studies have focused on analyzing the online resources available for this purpose. Here, we identify and analyze the online resources focused on some of the main areas of interest in active aging, according to its main characteristics, as well as aspects of accessibility, use and quality, with special emphasis on those resources aimed specifically at older people. We identified and coded 557 links. These links are focused on 7 dimensions of active aging. Descriptive and multivariate analyses show a lack of online resources aimed specifically at older people, especially in relation to psychosocial and emotional variables. We have found significant limitations of accessibility, use and quality of resources. We conclude on the need for greater involvement institutional, social and scientific to maximize the possibilities offered by the Internet and to overcome the limitations found and that might serve as some of the causes of the generational digital divide existing.

The clash involving capital and peasantry for the domain of the means and types of production is called Agrarian Question. Capital seeks to subordinate the peasantry through the expropriation of land, while the peasantry develops resistance strategies to face the capital investees and maintain their autonomy and leadership. The goal is to present and discuss the digital exclusion as a strategy engendered by capital to restrict peasant land development (material and immaterial). In developing the article, a qualitative-quantitative character approach was performed using a theoretical study of the literature, and in its applied aspects, which was documental by using the extensive direct observation technique. The analyzes, both regarding the theoretical survey on the information obtained from the empirical basis, lead to the conclusion that the peasantry of the Pontal do Paranapanema region goes through a process of digital exclusion. This deletion process does not mean that farmers are prevented from access to information and communication technologies (ICTs), but access is difficult, for example, lack of infrastructure and necessary services. [ABSTRACT FROM AUTHOR]

This article analyzes the evolution of the concepts I–literacy, E–literacy, informational alphabetization (ALFIN as in Spanish) and Digital Divide, to find a common ground to complement conceptually the measuring of the divide. The convergence process between I–Literacy and E–Literacy has been retrieved, reaching the final concept of informational alphabetization (ALFIN as acronym of the Spanish expression 'ALFabetización INformacional'). To propose its differentiation into three levels: the basic level of verbal–technological codification, second level for meta–analysis, and upper level for ethical–critical action. This proposal aims to rethink the digital divide, raising questions about the meaning of measurement, and the necessary precautions to avoid confusing measurement with assimilation. We state that the concept of information literacy (ALFIN – informational alphabetization) should feed the study of the Digital Divide, and describe how this could affect the pyramid model of ICT appropriation developed by the author. In further research about digital exclusion The Pandora's box quality of the Web is emphasized. It can reinforce exclusion, threatens democracy and freedom in the absence of a literate digital citizen, if further simplification is carried under the access–to–infrastructure model, if the citizens' formation in capabilities that exceed the instrumental. We conclude that measuring these meta–analysis and ethical–critical action skills is the advisable way to build a metric for the digital divide. We warn about the possibility of finding a second–order divide much larger and complex than the access divide.

According to Milton Santos, we must analyze the distribution and organization of technical objects thatmakes up the Internet network from three interrelated totalities, in order to identify the intention attributedto them that leads to the process of socio-spatial inclusion or exclusion.

Este artigo apresenta um panorama crítico dos esforços políticos atuais para usar as tecnologias na melhoria dos resultados educacionais e promover a inclusão social na educação. A partir do exemplo do Reino Unido, identifica duas tendências nas atuais formulações de políticas: i) políticas focalizadas na oferta educacional que buscam usar as tecnologias para promover a igualdade de oportunidades e resultados educacionais; e ii) políticas focalizadas no acesso às tecnologias que buscam usar a educação para garantir a inclusão social em termos de oportunidades e resultados tecnológicos. Ao discutir as limitações sociais, econômicas e culturais desses enfoques, este texto examina várias questões que estão no cerne de uma tecnologia e uma educação mais eficientes no futuro.This paper provides a critical overview of current policy efforts to use technologies to enhance educational outcomes and promote social inclusion in education. Using the UK as an example the paper identifies two trends in current policymaking, i.e. i) educational provision focussed policies which seek to use technologies to promote equality educational opportunities and outcomes; and ii) technological access focussed policies which seek to use education to ensure social inclusion in terms of technological opportunities and outcomes. Through a discussion of the social, economic and cultural limitations of these approaches the paper considers a number of issues which lie at the heart of more effective technology and education in the future.

O desafio da alfabetização ganhou nova dimensão com o mundo digital, em particular com novos textos virtuais. A alfabetização tradicional - ler, escrever e contar - torna-se mero pressuposto, já que nenhuma criança deixa de usar o computador por não saber ler e escrever. Em conseqüência, o termo é usado no plural, primeiro, para indicar o contexto sócio-histórico da alfabetização (não apenas técnico), e, segundo, para assinalar novos desafios da iniciação para a vida e para o mercado. De fato, a linguagem usada na escola hoje vai tornando-se apenas uma parte das linguagens de que necessitamos para organizar, construir e reconstruir as oportunidades sociais. A alfabetização deveria ser feita, desde logo, com computador, já na 1ª série, para proporcionar esta habilidade crucial a todas as crianças. Computador, no entanto, é apenas ferramenta. Não substitui o professor. Para que o computador se torne motivo de aprendizagem, é imprescindível a presença de um professor que saiba unir duas habilidades essenciais: saber alfabetizar e saber lidar com a máquina para construir nela o melhor ambiente possível de alfabetização, em especial usando as simulações virtuais.El reto de la alfabetización ganó nueva dimensión con el mundo digital, en particular con nuevos textos virtuales. La alfabetización tradicional - leer, escribir y hacer cuentas - se tornó mero presupuesto, pues ningún niño deja de usar la computadora porque no sabe leer e escribir. En consecuencia, el termino es usado en el plural, primer, para indicar el contexto socio-histórico de la alfabetización (no solo técnico), y, segundo, para señalar nuevos retos de la iniciación para la vida e el mercado. De hecho, el lenguaje utilizado en la escuela de hoy día va tornándose apenas una parte de los lenguajes de que necesitamos para organizar, construir y reconstruir las oportunidades sociales. La alfabetización debería ser hecha, desde luego, con la computadora, ya en la primera serie, para proporcionar esta habilidad crucial a todos os niños. La computadora, entretanto, es solo herramienta. No substituye el maestro. Para que la computadora se torne motivo de aprendizaje es imprescindible la presencia de un maestro que sepa unir dos habilidades esenciales: saber alfabetizar y saber manejar la maquina para construir en ella el mejor ambiente posible de alfabetización, en especial usando las simulaciones virtuales.Literacy challenge gained new dimension with the digital world, particularly with new virtual texts. Traditional literacy - reading, writing and to count - becomes simple preamble, since no child doesn't use computer because he/she doesn't know how to read or write. Consequently, this term is used plurally, first to indicate the socio-historical context of literacy (not only technical), and, second to point at new challenges of initiation for life and market. In fact language used at school today is becoming nothing more than a part of the languages needed to organize, construct and reconstruct our social opportunities. Literacy ought to be done, early enough, with the aid of a computer, immediately at the first grade, with the aim to provide this crucial ability for all children. However, computer is a simple tool. It doesn't substitute the teacher. If we want that the computer becomes learning motivation, teacher presence is indispensable, since he has the charge to connect two essential abilities: to know how to do literacy and to know how to cope with the machine, with the objective to construct the best possible literacy environment, specially using virtual simulations.

Teniendo como precedente la investigación Acceso, conocimiento y uso de Internet en la Universidadde Antioquia, se busca presentar un modelo aplicable para cualquier universidad, que permita diagnosticary caracterizar su situación en relación con la utilización de Internet como medio de apoyopara sus procesos de docencia, investigación, extensión y gestión administrativa y, por ende, determinarqué posibles acciones serían necesarias implementar para lograr que Internet, en cada universidad,sea una “oportunidad digital”, y hacer frente a cuatro grandes amenazas o limitaciones a las que lasuniversidades se ven expuestas: la brecha digital, el analfabetismo digital e informacional, la bajacalidad de la información digital que frecuentemente se utiliza (Asimetría de la información) y lasobreabundancia informativa (Infoxicación). La metodología utilizada comprende los siguientes pasos:creación de una matriz de recopilación de información, la definición de macroconceptosmacrovariablesde análisis, el estado del arte sobre el tema, la contextualización de la situación de launiversidad, la elección de la muestra y, por último las recomendaciones a los agentes. Como conclusión general plantea la necesidad urgente, de parte de todas las universidades, de asumir, como una delas principales acciones estratégicas, la incorporación de las TIC y de Internet con sus herramientasy servicios, en sus procesos misionales. Incorporación que debe tener como principio la integraciónde planes, programas y proyectos y la evaluación continua.