Medios digitales e inclusión social
DOI:
https://doi.org/10.34236/rpie.v6i6.39Palabras clave:
brecha digital, literacidad digital, inclusión social, acceso, tecnología educativaResumen
Mientras que las desigualdades vinculadas con el acceso a la tecnología y a su uso ocupan un lugar central en la política y la práctica educativa, tanto los educadores como los gestores de política no se ponen de acuerdo en cómo definir y conceptualizar la noción de «brecha digital». Esta brecha podría ser concebida como la falta de acceso a la tecnología y como un problema que se resuelve simplemente con proveer Internet y computadoras. En la medida en que el acceso a la tecnología básica ha aumentado, la atención se ha puesto más bien en las disparidades existentes en el rango de factores que permiten que la tecnología se use de modo efectivo. En lugar de un marco tecnocéntrico, que concibe el acceso a la tecnología en sí misma como la solución a la desigualdad, este artículo utiliza conceptualizaciones críticas de la literacidad para reconceptualizar la brecha digital en términos de inclusión social a través de la tecnología. El artículo provee ejemplos de iniciativas que buscan solucionar la brecha digital en India, Irlanda, Egipto y Perú. Sobre la base de estos ejemplos e investigación, este trabajo describe un marco para usar la tecnología para la inclusión social. Dicho marco busca reorientar la discusión de la brecha digital hacia una que incluya los recursos físicos, digitales, humanos y sociales que faciliten el acceso y uso digital significativos por parte de todos.
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Derechos de autor 2014 / Mark Warschauer / Melissa Niiya
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
