Aplicaciones educativas seguras e inclusivas: La protección digital desde una perspectiva ética y crítica

Safe and inclusive educational apps: Digital protection from an ethical and critical perspective

Palabras clave

Niños, tecnología educativa, apps, seguridad, educación inclusiva, análisis de contenido, protección de menores, ciberseguridad, competencia digital

Resumen

El uso mediado de la tecnología fomenta el aprendizaje desde la infancia y representa un potencial recurso para la educación inclusiva. Al mismo tiempo, la creciente exposición a contenidos digitales interactivos, a menudo conectados a la red, conlleva una serie de riesgos para los niños. A las estrategias actualmente empleadas para protegerlos, que se limitan a reducir su exposición a contenidos perjudiciales, parece subyacer una definición de protección inadecuada. Esta investigación propone que se amplíe esta definición. A través de una observación sistemática de 200 apps para menores de ocho años en el ámbito catalán y un análisis de componentes principales, se propone una definición multidimensional de protección que no se limita a detallar los riesgos potenciales, sino que también considera aspectos relacionados con el potencial educativo e inclusivo de los recursos digitales. Se sugieren cinco factores a considerar para seleccionar estos recursos y contribuir a la competencia digital de docentes y alumnos. El primer factor concierne al uso de mecanismos de protección y la existencia de interferencias externas; el segundo factor indica la presencia de herramientas de adaptación; la exposición a estereotipos corresponde al tercer factor y los últimos dos consideran los conocimientos previos requeridos y el componente verbal de las apps. Finalmente se discute el alcance de la definición propuesta y sus limitaciones para guiar análisis futuros.

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Ficha técnica

Recibido: 25-02-2019

Revisado: 02-04-2019

Aceptado: 10-05-2019

Preprint: 15-07-2019

Fecha publicación: 01-10-2019

Tiempo de revisión del artículo : 35 días | Media tiempo revisión número 61: 42 días

Tiempo de aceptación del artículo: 73 días | Media tiempo aceptación número 61: 78 días

Tiempo de edición del preprint: 172 días | Media tiempo edición número preprint 61: 177 días

Tiempo de edición del artículo: 217 días | Media tiempo edición número 61: 222 días

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Crescenzi-Lanna, L., Valente, R., & Suárez-Gómez, R. (2019). Safe and inclusive educational apps: Digital protection from an ethical and critical perspective. [Aplicaciones educativas seguras e inclusivas: La protección digital desde una perspectiva ética y crítica]. Comunicar, 61, 93-102. https://doi.org/10.3916/C61-2019-08

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