Infancia, Comunicación, Consumo

In 2009 PISA conducted a groundbreaking survey of digital literacy among 15-year-old students. PISA wanted to find out whether boys and girls are as ready for the digital age as they—and we—think they are. As the latest issue of PISA in Focus shows, while many students may have the technological skills, not all have the cognitive skills to fully capitalise on technology to access, manage, integrate and evaluate digital information.

On average, PISA results show that student performance in digital reading is closely related to performance in print reading, meaning that those students who are proficient in reading texts on paper are also proficient in reading texts on a screen. But in some countries, such as Australia and Korea, students score significantly higher in digital reading than in print reading; while in other countries, notably Hungary, Poland and the partner country Colombia, students are better in print reading than in digital reading.

Perhaps the most interesting finding from this assessment has to do with the difference in digital literacy between girls and boys. Since the beginning of the PISA tests in 2000, girls have always scored higher in reading than boys–and by a substantial margin: the equivalent of one year of formal schooling. While this is still true for reading digital texts, the performance gap is significantly narrower: 24 score points compared with 38 score points in print reading.

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This article aims to take a closer look at the ways in which identities are constructed in a globalised society, from an interpretive-critical perspective and placing a special emphasis on schooling. School is a fundamental setting from which identity is built in the early stages of a person’s formation. However, this institution is guided by the values, culture and needs of the hegemonic cultural group, and it sidesteps minorities and their contributions as insignificant and residual, along with a whole variety of possibilities that would come with a more inclusive society. That is why it is important and necessary to analyse the channels that students from minority collectives use to construct their identity, and to reflect on how schools are working with these disadvantaged groups, in the globalised society. The school institution can, and must, be a place where participation and learning enable students to interpret themselves and present themselves in communication with others, despite the fact that its current position is a long way from such ideas.

Scopus

Cada vez son más las enfermedades y fobias que aparecen debido a las nuevas tecnologías. Su uso es recomendable, pero tiene sus consecuencias.

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dreig

Contar con TIC: Roxana Morduchowicz: «Nuevos lenguajes, nuevas subjetividades».

Facebook abre al público su función «Cronología», que resume la vida del usuario. De momento, no será obligatorio su uso para todo el mundo, aunque en un futuro próximo sí que estarán todos los usuarios obligados a utilizarlo. Quizá una buena razón, dados los riesgos que la nueva función implica, para darse de baja en la citada red social.
AUFOP

Una preocupación clave para la educación ha sido la expansión de la TIC. El programa “Una computadora por niño” es una iniciativa importante en muchos países en desarrollo. Pero algunos estudios han demostrado que tener una computadora en el hogar no produce necesariamente un impacto positivo en los resultados educativos. Las escuelas y los padres tienen que promover su uso como parte de una estrategia de aprendizaje que incluya la capacidad de establecer vínculos sociales.

IIPE