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Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial 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.)

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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.)

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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.)

Copyright of Revista de Derecho de la Seguridad Social, Laborum is the property of Ediciones Laborum S.L. 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.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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.)

Copyright of Revista de Fomento Social is the property of ETEA 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.)

Copyright of Texto Livre / Texto Livre: Linguagem e Tecnologia is the property of Revista Texto Livre: Linguagem e Tecnologia 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.)

Analyzing the digital gap of teachers implies making an analysis of intrinsic and extrinsic factors that allow a broader understanding of how and why this phenomenon occurs. The objective of this study is to identify the main analytical and methodological fields under which the digital divide in teachers and the factors related to it have been studied. The research was developed following the PRISMA statement, searching the Scopus, Web of Science and ERIC databases, using digital divide teacher and digital gap teacher as key descriptors. From this investigation, 31 records met the selection criteria established under the PICO methodology. The results suggest that it is important to diversify research methodologies of the digital divide as a multi-causal phenomenon; the need to delve deeper into the personal and sociocultural contexts and elements of teachers is also identified. Likewise, elements such as beliefs, attitudes and motivations that can constitute possible barriers around the implementation of technological resources in pedagogical practices. Finally, studies should not focus only on the implementation of technological resources, but should be directed towards the construction of the teacher's cultural capital. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma 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.)

Copyright of Revista Conexxión is the property of Red Univercom, S.C. 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.)

Copyright of Educación XX1 is the property of Editorial UNED 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.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional 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.)

Copyright of Human Review is the property of Eagora Science 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.)

Copyright of Pedagogía Social is the property of Pedagogia Social 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.)

Copyright of Revista Internacional y Comparada de Relaciones Laborales y Derecho del Empleo is the property of ADAPT University Press 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.)

Copyright of Revista Internacional y Comparada de Relaciones Laborales y Derecho del Empleo is the property of ADAPT University Press 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.)

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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.)

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion 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.)

Copyright of Human Review is the property of Eagora Science 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.)

it is evident how technology has involved in recent years at an ever-increasing rate, impacting different areas of society, including education. To recognize the incidence of Information and Communication Technologies (ICT) in Colombian schools, it is valuable to identify the research trends in the 21st century (2000 - 2021) that address this field. In this way, in the present state of the art, because of doctoral research, a search for academic articles is carried out in different databases which addresses the ICT basic and secondary school relationship in Colombia. Subsequently, a qualitative and documentary analysis is carried out from the Grounder's theory perspective in three coding moments: open, axial, and selective. Finally, as a result of the analysis of the documentary corpus, made up of forty-six documents, six research trends can be glimpsed: historical approaches to ICTs at school; ICT teacher training, digital divide, school reconfigurations, youth and teacher subjectivity, "and factors of use of ICTs at school". [ABSTRACT FROM AUTHOR]

According to the World Economic Forum, the world has been in the Fourth Industrial Revolution since 2016; this is a digital revolution that is generating challenges worldwide. To provide an answer to the challenges of the Fourth Industrial Revolution, some strategies have been promoted, including digital cooperation, among these is a new type of international cooperation, focused on promoting equity in access to innovation and technology based on the combined effort between several international actors. A second response on the international scene, is the promotion of technological sovereignty to strengthen countries and their populations in the face of digital skills and technological innovation. Considering the above, the main aim of this work is to analyze whether digital cooperation and technological sovereignty close digital gaps, starting from a context of the Fourth Industrial Revolution. [ABSTRACT FROM AUTHOR]

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid 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.)

Copyright of Question (1669-6581) is the property of Universidad Nacional de La Plata 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.)

The objective of this research was to identify barriers to the adoption of a technological innovation perceived by professors at a public university in southeastern Mexico, in which a strategy for the use of virtual classrooms was implemented as a measure to address the social distancing forced by the covid-19 pandemic. A descriptive, non-experimental, cross-sectional, quantitative descriptive study was carried out in which two groups of incident factors were considered: intrinsic (attitudes and beliefs; knowledge and skills) and extrinsic (available resources and educational system). A questionnaire with 30 items was designed and measured with a Likert-type scale and applied to 805 teachers. The results showed that teachers perceive extrinsic barriers as the most important in adopting technological innovations, especially those related to equipment and connectivity, while intrinsic barriers are are mainly focused on the beliefs, so the early adopters and early majority profiles are distinguished. [ABSTRACT FROM AUTHOR]

The objective of this documentary review was to analyze the notion of educational digital inclusion and establish the boundaries of the concept in relation to other terms. The conceptual mapping method was chosen (Tobón, 2004), wich consists of four phases: 1) search for documents relevant to the research problem, 2) definition of inclusion and exclusion criteria, 3) data analysis based on eight axes, and 4) interpretation of the results. A total of 40 documents were reviewed from the databases Dialnet and SciELO, as well as from the Fundación Ceibal repository. The results obtained make it possible to establish that it is often difficult to relate the term with educational inclusion (higher category) given that the latter is oriented towards equalize the conditions. In this sense, the link between both concepts has permeated a vision focused on the implementation of actions and strategies that, for the most part, do not consider the particularities of the institutions to which they are directed. Likewise, its association with the term innovation has weighed on the figure of the teacher, since it is assumed that the insertion of technological artifacts is enough to achieve innovative uses, without considering that the inclusion of these tools must be accompanied by the corresponding literacy processes. [ABSTRACT FROM AUTHOR]

This article studies the relationships between the actors involved in the integration of Information and Communication Technologies (ICTs) into the educational process, from their design to their implementation and use by teachers and students. This study is based on the assumption that, in the introduction of a new technology, different intentions can be identified, bringing into play the elements considered by each one of the actors involved. This paper analyzes a study case, i.e., the Vermont School in Medellín from 2020 to 2021, to explore a particular scenario of complete access to ICTs, as well as the new virtual environments and dynamics resulting from confinement as a strategy to prevent COVID-19 spread. Using surveys, interviews, and focus groups, the authors describe the new telematic environments, as well as the perceptions and relationships of designers, students, and teachers around the use of educational technologies. The results show that the introduction of technologies into education produces changes in the relationships between designers, teachers, and students because different elements modify the perceptions, intentions, and educational expectations of each actor. Consequently, when ICTs are integrated into education, designers, implementers, and users should agree on shared criteria. This integration should also consider the curriculum, the technological tool or platform, and the intentions of each actor. [ABSTRACT FROM AUTHOR]

The COVID-19 crisis has led to the mandatory closure of schools. As a consequence, emergency remote teaching has been implemented. However, this accelerated change has made visible the digital gaps and the difficult economic situation of some families. For their part, universities work in uncertainty, innovating and seeking solutions that may promote quality digital education. The objective of this article was to analyze the perceptions of young university students about the negative emotions they have felt during the pandemic, their feelings about the benefits and obstacles of studying online, and their views on the performance of teachers during confinement. It is a qualitative study. Data were obtained through semi-structured interviews; the analysis was performed using the ATLAS.ti software. Twenty interviews were conducted with students from four Mexican higher education institutions located in Mexico City. Young people were found to have felt fear, depression, anger, anxiety, frustration, and homesickness; coupled with the fact that the most complicated moments have been the illness in their families caused by the virus, and unemployment. Additionally, students have faced power and internet failures, poor teamwork culture, difficulty focusing on homework, and increased workloads. The benefits that students have perceived are savings in travel times, and that, in some cases, they have managed to become self-employed students. Finally, it was found that some teachers show empathy; however, many of them have increased activities and require technology training. It is concluded that emergency remote teaching has promoted innovations in teaching-learning processes--however, accelerated change can lead students to drop out due to lack of technological resources, and decreased interest and motivation for learning. The possible return to classrooms has led to thinking about working on hybrid systems, without forgetting the development of evaluations that make it possible to identify the knowledge acquired during these times of pandemic. Finally, it is essential to study the impact on the labor market that it will have for young people who are graduating in the age of coronavirus. [ABSTRACT FROM AUTHOR]

Copyright of Orientación y Sociedad is the property of Universidad Nacional de La Plata 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.)

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca 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.)

The digital transformation of companies and of the labour market, accelerated by COVID-19, poses a problem among certain groups when it comes to finding and keeping a job. Middle-aged and older adults have a significantly lower level of digital skills than younger people, an issue that is particularly pronounced among unemployed adults. Therefore, at European and national level, digital training is being promoted for these groups to prevent their social and labour market exclusion through policies and training courses. There are innovative initiatives, such as the LINKUPS Project, who has had the aim of collaboratively creating, among different European countries and institutions, a tool to upskill or reskill unemployed or unqualified adults in the technological skills that are most demanded by companies. [ABSTRACT FROM AUTHOR]

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group 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.)

a pandemia ocasionada pela COVID-19 provocou, entre outras coisas, a suspensão das aulas presenciais. Com a campanha "Fique em casa", que oficialmente iniciou no México em 23 de março de 2020, as instituições educativas se viram na necessidade de migrar seus serviços subitamente ao entorno digital. Contudo, a falta de acesso à internet tem colocado em evidência como o direito humano à educação, considerado como um direito habilitante, é afetado a partir de novas dimensões, entre as quais é indispensável considerar não somente o analfabetismo lecto-escritor mas também o digital, assim como a brecha digital a partir dos âmbitos de acesso, de uso e de competência. Abordar esses dois aspectos com base em sua complexidade nos permite apresentar a brecha digital como "uma camada de vulnerabilidade em cascata", que afeta tanto o direito à educação quanto gera e detona outras vulnerabilidades pedagógicas. Consideramos que esta análise ensaística pode servir para visibilizar aquelas áreas que exigem atenção e permitiriam tomar ações positivas para reduzir as camadas de vulnerabilidade que advêm da brecha digital. [ABSTRACT FROM AUTHOR]

Copyright of Cultura Educación y Sociedad is the property of Corporacion Universidad de la Costa, CUC 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.)

Copyright of Revista Argentina de Estudios de Juventud is the property of Universidad Nacional de La Plata 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.)

The structural change taking place in the regional industrialized economies is due to the growing importance of tertiarization based on technological digital activities. In this article we propose a line of joint analysis of both processes for the cases of three Mexican states: Aguascalientes, Guanajuato and Queretaro, that belong to the Bajio socioeconomic region. The contribution of this article is to characterize and compare structural changes in the three states through indicators worked with existing statistics, which suggest a way of approaching the phenomenon for other states of the country. [ABSTRACT FROM AUTHOR]

Copyright of Conhecimento Online is the property of Universidade Feevale 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.)

Copyright of Revista Mexicana de Ciencias Politicas y Sociales is the property of Revista Mexicana de Ciencias Politicas y Sociales 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.)

Copyright of Revista de Ciencias Sociales (0797-5538) is the property of Universidad de la Republica, Faculdad de Ciencias Sociales, Departmento de Sociologica 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.)

Copyright of Cuadernos.info is the property of Pontificia Universidad Catolica de Chile, Facultad de Comunicaciones 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.)

Emerging adulthood (EA) is a stage of development in which, having finished adolescence, the assumption of adulthood is postponed. There is evidence that the use of information and communication technologies (ICT) can be related to the tasks of the EA. Using the EA approach, the present quantitative study aimed to characterize the use of ICT in emerging adults, all students of Chilean universities, and examine the effect of sex, socioeconomic status and age in such use. An intentional sample of 1,469 students answered a questionnaire that investigated different aspects of the experience with ICT. The results show that, compared to the general population, students access more to the computer and use ICT more frequently for a set of activities. In the time of daily use of ICT an effect of sex was observed but not of socioeconomic level nor of age. In addition, four types of ICT use were identified: communicative, informative, hedonistic and utilitarian. Men make greater hedonistic use and less utilitarian use than women. The socioeconomic level is related to the informative and hedonistic use; on the other hand, age is associated with communicative and informative use. [ABSTRACT FROM AUTHOR]

The growing impact of the new information and communication technologies (ICTs) in different areas of society generates both opportunities for the creation of added value as well as adaptation challenges in different productive sectors. In the labor market, for workers this translates into a greater demand for skills, mainly digital, and constant updating. The objective of this paper is to analyze whether the greater diffusion of ICTs, a characteristic of smart cities, has an influence on the unemployment rate of capital and/or metropolitan cities in Latin America. For this purpose, a sample of 29 cities in the region, belonging to 13 countries, is analyzed, and a comparison between means is made through an Analysis of Variance (ANOVA). The results thus obtained allow inferring that technology is a significant variable to explain unemployment rates at city level. Furthermore, it can be confirmed that there is a negative correlation between the unemployment rate and the level of intelligence or technological development of cities (technological cities). [ABSTRACT FROM AUTHOR]

Service Learning (ApS) is a powerful educative methodology into higher education in our country. In this article we present an experience based on the ApS. Where we analyze the different phases through which this methodology passes in a specific case at the University of Valladolid. The experience was carried out with students of the Bachelor Degree in Social Education in the subject of ICTs Applied to Education in the first year and a group of some forty Elderly People in the Municipal Centers of the City of Valladolid. The main objective of the educational process is to cover a demand of older people who attend these centers over the digital world through a training process that includes the use of different apps, online services and other digital tools. The objective for the univesity students was that they are capable of developing social and civic competences, acquiring an ethical commitment and a social responsibility through the transfer of their theoretical knowledge to the practice, elaborating a design of a proposal of media literacy for elderly people and their implementation in the university classrooms in a morning session of coexistence. [ABSTRACT FROM AUTHOR]

There seems to be a difference among diverse communities, regarding the access and the use of technological tools, to satisfy necessities and to improve the quality of life of people, which is a phenomenon defined as: digital gap. To reduce the gap, there have been carried out several proposals and processes, by means of the digital inclusion phenomenon. It has been noted that, these two phenomena integrate social and technological factors, that must be considered to implement the programs or projects concerning this matter. Additionally, the Information Systems Management is a field of study, that comprises the sufficient knowledge to study this type of phenomena, since the management is a social sciences discipline, and the information systems are products developed in the exact sciences field. In this paper, it is appointed the relation between the Information Systems Management and the study (analysis, improvement, design and proposal) concerning the digital gap and the inclusion gap phenomena. Existe uma diferença entre as comunidades em relação ao acesso e uso de ferramentas tecnológicas para atender às necessidades e melhorar as condições de vida; fenômeno definido como divisão digital. Para reduzir a diferença, propostas e processos foram feitos dentro do marco do fenômeno com inclusão digital. Foi identificado que esses dois fenômenos integram aspectos sociais e tecnológicos que devem ser abordados na implementação de programas e projetos. Além disso, a Administração de Sistemas de Computação é uma área que integra o conhecimento necessário para estudar esses fenômenos. A administração é uma disciplina das ciências sociais e dos sistemas de computação que estão dentro da estrutura das ciências exatas. Este documento apresenta a relação entre a Administração de Sistemas de Computação e o estudo (análise, melhoria, design e proposta) dos fenômenos de exclusão e inclusão digital. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Comunicación is the property of Universidad Iberoamericana Cuidad de Mexico 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.)

Copyright of Revista Latinoamericana de Estudios Educativos (1900-9895) is the property of Universidad de Caldas 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.)

A framework of indicators and a media competence self-assessment test for public administrations is proposed, in a field where few evaluation methods have been implemented up until now. The study is based on media literacy (ML) indicators divided in five general criteria defined by Pérez-Tornero and Celot (2009). These are: availability of media, ML context, use, critical understanding, and communication. The initial frameworks were compared with those used in in highly-regarded international media assessment systems. The article presents a test based on the qualitative comparison of international evaluation methods, as well as through in-depth interviews. The proposed tool is applied and refined through a research process that combines quantitative and qualitative methods. The study concludes that competences can be assessed by means of a questionnaire, but also finds that there are others, especially those related to the critical reading of information, that present greater complexity and that demand various types of tests. The application of the survey allows us to obtain useful recommendations for the development and improvement of ML indicators within public administrations. [ABSTRACT FROM AUTHOR]

Copyright of Correspondencias & Analisis is the property of Universidad de San Martin de Porres 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.)

In Peru, the digital gap between students that study in rural and urban schools is quite marked. This paper describes the theoretical basis of ICT and education, inclusive rural education and open educational resources; In addition, it proposes a virtual educational platform, it runs into an intranet and without an internet connection. This allows to have multiple digital resources: PeruEduca, EducaRed, EducaApurimac, RAE Dictionary, Spanish- English translator, MateMedia and CD-Pedia, thus teachers and students can have more resources for teachinglearning process. Usability tests were conducted in two rural schools in Apurimac and the results show that teachers and students are satisfied with the proposed tool. [ABSTRACT FROM AUTHOR]

Most Latin American countries are focused upon improving learning quality by providing schools with technological resources, as if their sole presence was enough to develop 21st Century skills. Digital reading is not an end in itself; it is a tool that a user selects, depending on the desired purpose and uses it in specific contexts. Adolescents access Internet with at least four purposes: academic, recreational, socialization and communication. This study describes said purposes in adolescents from the Dominican Republic and relates them to their reading literacy proficiency level in two educational contexts: public and private schools. The sample group included 382 students in their fourth year of secondary school (10th grade). Two instruments were used: CoLeP, based on texts from PISA, and a Scale to measure reading frequency, which classifies the four reading purposes in two formats: printed and digital. The conclusion is that most students access and use the Internet for academic purposes, regardless of the educational sector. Nevertheless, reading literacy proficiency differs significantly with students from public schools being in lower levels. This minimizes the opportunities of the most vulnerable social sectors producing reading illiterates that have high economic costs for the nation. [ABSTRACT FROM AUTHOR]