Examinando por Autor "Rivera-Vargas, Pablo"
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Ítem Digital Education Platforms and Schooling: New Challenges and Alternatives for Educational Equity and Children’s Rights(Arizona State University, 2023) Rivera-Vargas, Pablo; Parcerisa, Lluís; Fardella, CarlaThis article introduces the special issue, which explores and analyses the impact of the development, distribution, and use of digital platforms in educational contexts. Organised in three sections for a comprehensive understanding, the first part outlines the concerns that motivated the guest editors, presenting the conceptual and social framework, historical and current, and focusing on the debate about equity and digital inclusion in education, in a context dominated by large technological corporations. The second section details the eight articles, distributed along two axes: theoretical review and empirical. Finally, the third part synthesises considerations derived from the materials presented, with contributions from diverse geographies and traditions. This collection highlights the tension between digital innovation and social inclusion in education, underlining the need for initiatives that favour the use of digital platforms focused on data governance by educational communities, the protection of users’ privacy and diversity of access to information, and alternatives towards education equity and children’s rights. © 2023, Arizona State University. All rights reserved.Ítem Editorial: Subjective well-being in online and mixed educational settings(Frontiers Media S.A., 2023) Rivera-Vargas, Pablo; Oyanedel, Juan CarlosIntroduction: This Research Topic aims to bring together a set of papers that will enable the scientific community to contribute to the understanding of the changes in these factors associated with subjective wellbeing in schools. Together with this, we have sought to show how the effects of the global pandemic may not only be temporary, but a permanent change in how we understand the role of school relationships and their effects on subjective wellbeing, now actively mediated by technology. The 24 articles that comprise it represent a significant contribution to how these changes are implemented and sustained in education systems around the world. This editorial is organized into three sections, which seek to provide a common framework for understanding Subjective Well-being in Online and Mixed Educational Settings. To this purpose, the first part presents a referential and theoretical framework of Subjective wellbeing from the social sciences in which the 24 works are inscribed. The second part describes the two thematic axes that organize the monograph and briefly presents each of the 18 articles that comprise it. Finally, we point out some considerations that we have been able to extract from the reading of the theoretical and empirical material presented in the monograph, composed of relevant voices from different geographies and traditions.Ítem EdTech myths: towards a critical digital educational agenda(Routledge, 2023) Suárez-Guerrero, Cristóbal; Rivera-Vargas, Pablo; Raffaghelli, JulianaMyths are universal narratives linked to objects, shaping social and personal identities. Technologies generate modern myths, influencing choices and impacting our lives. The present study focuses on EdTech myths. From a qualitative methodological approach based on codesign, five relevant EdTech myths are identified. Subsequently, the analysis was carried out from (1) a hermeneutic approach, based on the authors’ experience in the field of EdTech, and (2) a review and contrast of relevant scientific literature. The results explain, firstly, why these myths arise and persist in EdTech; secondly, the study can help to demystify them. In general, EdTech myths impoverish digital technology-mediated education because they consider it from an extensively reductionist perspective, especially from EdTech capitalism. This is why we need to pay more attention to EdTech myths, to set up an educational agenda leading to action categories and the critical transformation of the education–technology relationship. © 2023 Technology, Pedagogy and Education Association.Ítem Education, reproduction and counterhegemonic alternatives(Ariadna Ediciones, 2021) Rivera-Vargas, Pablo; Neut Aguayo, Sebastián; Neut Aguayo, PabloThis document corresponds to the editorial presentation of the special issue: "Education, reproduction and counter-hegemonic alternatives" of Izquierdas journal. Its structure is divided into two blocks. In the first, a historical and theoretical / conceptual definition of the practices and dynamics of reproduction, resistance and counterhegemonies in education, which have inspired the development of this special issue, is carried out. In the second, the structure of the dossier is presented, together with a brief description of the content of each of the 15 selected articles. Finally, some closing ideas are presented, highlighting the main milestones of this work developed for more than a year.Ítem ¿Hacia dónde va la escuela? Resignificar su sentido en la era del COVID-19(Pontificia Universidad Catolica de Valparaiso, 2021-11) Rivera-Vargas, Pablo; Miño-Puigcercós, Raquel; Passerón, Ezequiel; Urízar, Gustavo HerreraAs a result of the compulsory passage to distance education following COVID-19 pandemic, the meaning and role of the school have been actively debated if not strained. Nostalgia for physical presence and the massive digitalization of teaching and learning processes have generated a set of uncertain challenges that should be faced once the crisis is overcome. This article is the result of a study which sought to identify the main issues and challenges regarding the meaning of the school experience in the era (and after-era) of COVID-19. Based on a hermeneutic approach and a qualitative methodological proposal based on co-design, the results of the analysis of interviews conducted with 21 experts from Argentina, Australia, Chile, Spain, France, England and Venezuela are presented. Among the results, a total of 40 emerging issues about the school and its meaning in the pandemic are proposed. We conclude by recognizing the urgency of revaluing the school as an educational, socializing and transforming institution that generates spaces of encounter, care, critical literacy and exchange. © 2021 Pontificia Universidad Catolica de Valparaiso. All rights reserved.Ítem Pedagogies of precariousness in the neoliberal educational order. Insecurity and recomposition of possibilities in the current political-pedagogical context(FahrenHouse, 2022) Giroux, Henry; Neut-Aguayo, Pablo; Rivera-Vargas, PabloThe aim of this article is to analyse how neoliberal principles in education create a state of precariousness. The question that will guide the problematisation and the argumentation of the work is: What is the «status» of precariousness in the current order and how does it manifest itself - expressly or inadvertently - in the contemporary educational field? In order to address this question, a theoretical-analytical exercise has been carried out based on a review of relevant literature on the relationship between neoliberalisation and education. As a central hypothesis, we propose that the processes of precarisation constitute an objective necessity for the expansion and reproduction of the new neoliberal order. In addition, this order requires the production of a specific type of subjectivity that normalizes «precariousness» as a new historical condition, producing a particular notion of subjectivity and agency. The intersection between objective needs and the production of a particular subjectivity is produced in the cultural space through «pedagogies of precariousness». The installation of such pedagogies in formal education systems will be verified through the analysis of three predominant figures: the entrepreneur, the apprentice of competences and the teacher as technician. Finally, it is analysed how a «pedagogy of possibilities» could be opposed to «pedagogies of precariousness», enabling other forms of educational relations and new political-pedagogical horizons. © 2022 FahrenHouse. All rights reserved.Ítem Precariousness and insecurity in school systems and actors(FahrenHouse, 2022) Rivera-Vargas, Pablo; Fardella, Carla; Alonso-Cano, CristinaThis article presents the main contributions of the monograph “Precariousness and insecurity in school systems and actors” of the journal Foro de la Educación. The presentation is divided into three blocks. Firstly, it sets out the contemporary global historical and educational context in which the work is set, a context marked by the generation of precariousness and social insecurity in the face of the influence and pressure of capitalism on education systems. Secondly, the nine articles that make up the monograph are presented. Finally, we point out some considerations that we draw from the reading of the theoretical and empirical material presented, composed of highly relevant voices from different geographies and traditions. © 2022 FahrenHouse. All rights reserved.Ítem Survey data on Families' perceptions of ed-tech corporations, educational digital platforms and children's rights(Elsevier Inc., 2023-04) Moreno-González, Ainara; Calderón-Garrido, Diego; Parcerísa, Lluís; Rivera-Vargas, Pablo; Jacovkis, JudihThis data article describes the dataset of the project "edDIT: Technological corporations, digital educational platforms and guarantee of children's rights with a gender approach". This study has analysed the impact of the use of corporate digital platforms in public schools in Catalonia. A series of data were collected through an online survey, with a total sample of 2347 parents/caregivers. The description of the data contained in this article is divided into two main parts. The first one is a descriptive analysis of all the items included in the survey and has been carried out using tables and figures. The second one refers to the construction of scales. Three scales were constructed and included in the data set: 'Opinions about Educational Digital Platforms', 'Concerns about the use of the data generated on the utilisation of the digital platform' and 'Parental Engagement'. The scales were created using Confirmatory Factor Analysis (CFA) and Multigroup Confirmatory Analysis (MG-CFA). This dataset will be relevant for researchers in different fields, in particular for those interested in digital inclusion public policies and educational policies. © 2023 The Author(s)Ítem Tensions arise in the discourse among educational institutions, public administration, and BigTech concerning the use of commercial digital platforms within the Catalan educational system(Arizona State University, 2023) Herrera-Urízar, Gustavo; Rivera-Vargas, Pablo; Massó-Guijarro, Belén; Folguera-álvarez, SòniaThe current process of educational digitization is characterized by the massive presence of digital platforms from large technological corporations in educational institutions, which has led to significant transformations in the public administration of compulsory education. This article presents the results of a study aimed at identifying and analyzing the main aspects that create tensions in the discourse of three stakeholder groups regarding the use of commercial digital platforms in schools in Catalonia, Spain. Through qualitative research, in-depth interviews were conducted with six school directors, four representatives from the public administration, and three representatives from major technological corporations. Subsequently, a relational discourse analysis was carried out, allowing the results to be categorized into the following three areas: (1) services and products of commercial digital platforms; (2) uses of commercial digital platforms in the education system; and (3) management and use of data by commercial digital platforms in the education system. The results highlight the need for greater involvement of the public administration to ensure a safe use of these digital resources in schools and to protect the rights of children. © 2023, Arizona State University. All rights reserved.Ítem Use of Mobile Phones in Classrooms and Digitalisation of Educational Centres in Barcelona(Education Sciences, Volume 13, Issue 1 January 2023 Article number 21, 2023) Pozos-Pérez, Katia; Herrera-Urizar, Gustavo; Rivera-Vargas, Pablo; Alonso-Cano, CristinaIn the wake of the COVID-19 pandemic, multiple educational contexts experienced a sudden and accelerated digital transformation. However, this is not a new phenomenon. For years, public and private initiatives have been designed and tested in Spain. In this regard, the role and use of cell phones in the classroom has been a key and, at the same time, controversial aspect. In Barcelona (Catalonia), for example, recent educational policies have promoted the pedagogical use of cell phones. Within this framework, this article analyses whether these initiatives to promote the use of mobile phones are effectively transferred and implemented in the classroom. Using qualitative research, based on co-design, case studies and content analysis, we examined the reality of three educational centres in Barcelona. In these three contexts, field observations, interviews with management teams and ICT coordinators, and discussion groups with teachers were conducted. The information generated was grouped into five main categories of analysis. As a result, it was observed that the mobile phone has been losing prominence in the classroom. Schools tend to prohibit the use of cell phones and prefer computers to give priority to the control of technological tools in order to use the Internet safely. Mobile phones, in this sense, are only used at certain times when there is a pedagogical objective, although there is still a need for more pedagogical and digital training for teachers. © 2022 by the authors