Educational plans and programs for digital competence: A geographical analysis from an educational equity perspective

• Almudena Alonso-Ferreiro ^[1] ; Fernando Fraga-Varela ^[2] ; Paola Guimeráns Sánchez
  1. [1] Universidade de Vigo

     Universidade de Vigo

     Vigo, España

     
  2. [2] Universidade de Santiago de Compostela

     Universidade de Santiago de Compostela

     Santiago de Compostela, España

     
  3. [3] Aula STEAM, España

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• Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 15, Nº. 4, 2020, págs. 407-416
• Idioma: inglés
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• Dialnet Métricas: 3 Citas
• Resumen

  • This article discusses the plans that contribute tothe development of digital competence for students in Galicia (Spain). From 1100 public schools, 18 programs were selected. A concurrent triangulation mixed-methods design was applied.The content analysis of the proposals has been combined with impact statistics in schools and a Geographic Information System (GIS). The results show prioritized digital competence dimensions and a partial projection across the set of schools: 26% do not incorporate any programs, whilst 5% implement five or more of these initiatives. The findings question the principle of equity in education that prevails in the public education system.