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Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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 article presents a systematic review of the Service-Learning (in Spanish, Aprendizaje-Servicio or Aps ) methodology and its digitization between 2019 and 2023, concerning its impact on the participating students in European higher education institutions. The objective was to test the competencies achieved by the student body after applying Aps combined with information and communication technologies. We conclude that, despite the students’ preference for face-to-face learning, the impact of digital a p s is beneficial, positively influencing civic, digital, social, motivational, work-related, and didactic competencies, and that digitization in the classroom constitutes an interstitial instrument for innovation in the Aps methodology of the future. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

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 Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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 a context of increasing use of Information and Communication Technologies (ICTs) during childhood, recent research has opened a discussion regarding the potential harmful impact of unmediated overexposure to these tools on the development of reading competence. Given this situation and considering the relevance of the family as a literacy context, a quantitative ex post facto research was conducted with students from the second and third cycles of Primary Education (N= 410). The aim was to explore the level of parental mediation in the use of ICTs by students and analyse the potential link of this variable with their reading comprehension level. The results reveal a predominant use of ICT for recreational purposes and deficiencies in parental mediation, with a higher number of risky situations as the age increases. Additionally, an association is found between the level of parental mediation in the use of ICTs and the level of reading comprehension among sixth-grade students, mainly in inferential and critical levels, thus confirming the potential negative impact of abusive and unmediated use of ICTs on this competence. [ABSTRACT FROM AUTHOR]

Copyright of Revista Telos is the property of Revista Telos 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 Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias 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 Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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.)

Astronomer Edwin Hubble discovered that galaxies are constantly moving away from each other. In Argentina, educational differences between public and private schools are also permanently increasing. This qualitative study is based on interviews with teachers and principals of primary schools about the use of technology post-pandemic. Significant differences were found between educational sectors, marked by students’ socioeconomic situation. While private institutions adopted and maintained recent technologies, public ones discontinued their use, confirming the digital divide during the pandemic and increasing inter-sector educational segregation. [ABSTRACT FROM AUTHOR]

Copyright of Guiniguada is the property of Guiniguada 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Mutatis Mutandis is the property of Universidad de Antioquia 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 Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica 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 Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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 Lan Harremanak - Revista Relaciones Laborales is the property of Lan Harremanak 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 workplace is one of the environments that has most adapted to changes that have occurred in the context of the information and communication age. This study examines the effects of information and communication technologies (ICT) on Spanish workers, specifically, on their work performance, ability to coordinate with colleagues and on the possibility of achieving greater work independence. Two studies by the Spanish Centre for Sociological Research (2014 and 2016) on Digital Social Networks are used to meet this objective. The results indicate a greater probability of improving performance, coordination and work independence when using some ICT. Differences are also found in sociodemographic and socioeconomic status variables, which increase this probability in some cases when users are aware of the potential of a network of strong ties. [ABSTRACT FROM AUTHOR]

The objective of this article is to analyze the acceptance of m-learning by university teachers in the context of the COVID-19 pandemic in Peru. For this, interviews were conducted with twenty university professors from different regions of the country. The results indicate that teachers require digital literacy to effectively implement technologies in their courses. The main challenges were associated with inefficient internet connectivity, which adversely affected the quality of classes, and students' limited access to mobile tools. In conclusion, institutions should provide continuous support to both teachers and students in their adoption of technologies of information and communication to ensure the future acceptance of technology in education. [ABSTRACT FROM AUTHOR]

Copyright of Tourism & Management Studies is the property of Escola Superior de Gestao, Hotelaria e Turismo, Universidade do Algarve 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 IDP: Revista de Internet, Derecho y Politica is the property of Universitat Oberta de Catalunya 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.)

Introduction: this article supports the bases of a knowledge management infrastructure that improves the capacity for innovation in a company in the Colombian energy sector. Materials and methods: four methodological phases were carried out: a bibliometric review was carried out, the model that contemplates as variables was defined: intellectual capital and organizational learning, human resources management, information, and communication technologies (ICT) and innovation, this was used for the diagnosis and, finally, for the practical proposal. Results: it was validated a direct, positive, and significant relationship between knowledge management and innovation and a direct, positive, and significant mediation of human resource management and ICT between knowledge management and innovation. Conclusions: we concluded that intellectual capital and organizational learning integrate knowledge management, and in turn, that there are mediating conditions for human resource management and ICT for knowledge management in innovation in an organization. [ABSTRACT FROM AUTHOR]

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 Sociedad e Infancias 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 Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia 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 aim of this study is to research on the use of new technologies in social intervention oriented to improve the quality of life of people with Autism Spectrum Disorder (ASD). After a conceptualisation of quality of life and social inclusion, a bibliographical search has been carried out, with special emphasis on virtual reality, new technologies and social skills. Likewise, a reflection has been made on the value of Information and Communication Technologies (ICT) in the intervention through Social Labour o Social Services. The present study makes visible a series of specific actions and projects aimed at the intervention with people with autism though ICTs. Among the main findings, the absence of the social worker's role within the analysed projects is worth highlighting. As future lines of study and intervention, this research offers a series of considerations focused on the importance of Social Labour in those initiatives that combine digital, communicational and artificial intelligence, among other elements that can facilitate social intervention. [ABSTRACT FROM AUTHOR]

The article analyzes the launch of a streaming application, Peacock, presented by Comcast in 2020. The service is relevant due to its potential to introduce a model for the definitive appropriation of conventional broadcast systems by the online services. This stems from the ability of this service to retain an important trait of television: the diversity of genres, adding journalism, variety programs and sports content. This case is addressed by using media archaeology, appropriating the concept of remediation as a way of observing the capture of the past in progress. [ABSTRACT FROM AUTHOR]

Nowadays, higher education institutions are facing the challenge of mediating learning through Information and Communication Technologies (ICTs). By analyzing ICT use at a Colombian university, this study identified the variables involved in this challenge. It found that the undergraduate professors at this institution present a limited development of their pedagogical competence in using ICTs. Thus, this institution should improve said competence by means of teacher education. This evaluative research was conducted following Guskey's model and adopting a mixed-methods approach to obtain quantitative and qualitative data. Six professors in the English and Basic Sciences departments formed the study group. A teacher education program using problem-based learning was designed, implemented, and evaluated. This program improved the pedagogical competence of the participants, which, in turn, was reflected positively in their students' learning experience. This paper contributes to the professional development of college professors and their pedagogical practice because it defines the fundamental factors that should be included in a teacher education program aimed to improve their pedagogical competence in using ICTs in higher education. Furthermore, it also proposes a structure for that kind of program, employing contextualized, experiential, and reflection activities. [ABSTRACT FROM AUTHOR]

The aim of this research was to design a pedagogical strategy mediated by ICTs to strengthen the learning competencies associated with mathematical reasoning for problem solving in sixth grade (equivalent to junior high school) students at Centro Educativo Campo Galán, located in the Campo Galán Township of Barrancabermeja, Santander, Colombia. This project followed a quantitative approach, where a diagnostic test was designed in order to evaluate numerical, spatial-metric, and random thinking. The analysis of the results allowed determining the students' level of mathematical reasoning. The flaws found were the basis upon which a virtual and playful pedagogical strategy was designed. This motivated and led to pleasant spaces for attractive and meaningful learning. The strategy was titled En el campo cuento y aprendo [Counting and learning in the field], and its main objective was to present a problem situation which would motivate and improve mathematical reasoning for problem solving. The results obtained evidenced a significant increase in the students' performance regarding numerical and random thinking, as well as in spatial-metric thinking to a lesser extent. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Virtual Universidad Católica del Norte is the property of Revista Virtual Universidad Catolica del Norte 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 Cadernos de Pesquisa is the property of Fundacao Carlos Chagas 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 Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 Research in Education & Learning Innovation Archives (REALIA) is the property of Research in Education & Learning Innovation Archives (REALIA) 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 Journal Educational Innovation / Revista Innovación Educativa is the property of Instituto Politecnico 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 Religación: Revista de Ciencias Sociales y Humanidades is the property of Religacion: Revista de Ciencias Sociales y Humanidades 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 Aula (0214-3402) 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.)

Copyright of Cuestiones Políticas is the property of Revista Cuestiones Politicas 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 Religación: Revista de Ciencias Sociales y Humanidades is the property of Religacion: Revista de Ciencias Sociales y Humanidades 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 article presents the results of a study aimed at understanding the links between education and digital technologies. This objective was achieved by analysing the process of producing a cyber school, a strategy proposed by the Colegio Enrique Olaya Herrera, which is a public institution in Bogotá that emphasised digital technologies as a structural component of its educational project. Methodologically, this study adopted documentary review and an ethnographic approach based on the logic of following the heterogeneous actors and actants involved in order to understand the transitions and associations that occurred, as well as the different phases of the process. As a result, this study found a gradual incorporation of the discourse on Information and Communication Technologies first, in official educational policy documents and, subsequently, in school practices which is evidence of the popularisation of the imaginaries and assumptions linked to these technologies. This led to controversies, encounters, and disagreements between a multiplicity of actors that are linked to the school scenario. The main conclusion of this study is that the construction of meanings assigned to Information and Communication Technologies by the actors involved and the articulation between policies, norms, documents, discourses, social practices, and humans determine the course of the assembly of the cyber school, the difficulties for its intended stabilisation, and, therefore, the justification of a project to improve the quality of education. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación is the property of Universidad Pedagogica Experimental Libertador 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 Pacha: Revista de Estudios Contemporáneos del Sur Global is the property of PACHA REVISTA DE ESTUDIOS CONTEMPORANEOS DEL SUR GLOBAL 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 Ibero-Americana de Ciência da Informação is the property of Revista Ibero-Americana de Ciencia da Informacao 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 Tejuelo: Didáctica de Lengua y Literatura is the property of Tejuelo. Didactica de la Lengua y la Literatura. 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 Bio-grafía. Escritos Sobre la Biología y su Enseñanza 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.)

Learning ecologies position the individual as an active learner who self-regulates her own learning using varied resources. This study investigates the self-learning processes that educational counsellors develop, through an analysis of the type and frequency of use of certain resources, mostly technological. For this, a quantitative, exploratory and descriptive research methodology was used, with an ex post facto and cross-sectional design, applying a bespoke questionnaire with five blocks of content to n = 101 educational counsellors in A Coruña, Spain. The results showed a higher use of resources for accessing, searching and managing information, as opposed to those for creating and editing content, and for interaction and communication. No statistically significant differences were found according to sex or years of experience. A significantly increasing trend of use was found among younger teachers, and higher use was also found in professionals with more training. In short, the study found a growing interest in incorporating and updating knowledge of the resources that the digital society makes available to educational counsellors, especially among younger groups; and an understanding of the importance of on-going and self-regulated training within the framework of learning ecologies. [ABSTRACT FROM AUTHOR]

The internet has become the new vehicle of communication and self-expression for most young people. The ways of interacting, entertaining themselves, and even disconnecting, are being increasingly influenced by the hyperconnectivity that these technological devices entail. A quantitative study has been conducted to explore the user profile, behaviour and risks involved in screentime among a sample of 2066 Spanish adolescents aged between 12 and 18. A questionnaire designed and validated for this research was used. Data were analysed by applying descriptive and inferential statistical tests. The results show that adolescents use their smartphones mainly in their leisure time to communicate and interact through social networks, preferably WhatsApp and Instagram. As they grow older, they spend more time online and share more personal information. There is therefore a need for an educational approach aimed at attending to young people's affective, relational and communicational processes to enable them to suitably handle their exposure on social networks. [ABSTRACT FROM AUTHOR]

Copyright of Cuestiones Políticas is the property of Revista Cuestiones Politicas 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.)