Los procesos de digitalización en la sociedad y en la escuela se han sucedido a gran velocidad en la última década en el contexto español. Entre las grandes transformaciones que se han producido se encuentra la plataformización de los centros escolares, con consecuencias dispares en la gestión, comunicación con las familias y los procesos de enseñanza/aprendizaje en las diferentes etapas educativas. El objetivo de este trabajo fue conocer las percepciones de los docentes de Infantil, Primaria y Secundaria sobre este proceso en la Comunidad Valenciana y analizar las dinámicas del aula. Se utilizaron entrevistas grupales semiestructuradas, con 14 docentes y observaciones de aula. Los hallazgos muestran el impacto de las plataformas digitales en los procesos de gestión de los centros escolares en todas las etapas educativas y el creciente peso fundamentalmente en Secundaria. Se identifican oportunidades, tensiones y riesgos de la plataformización desde la perspectiva de los docentes y en la realidad observada en las aulas de Infantil, Primaria y Secundaria de la Comunidad Valenciana. Aprendizaje ubicuo y uberización de la educación son la cara y la cruz, en tiempos de capitalismo de plataformas. Desregulación, desinstitucionalización, enculturación y autogobierno emergen en el contexto de una sociedad líquida.
La rápida expansión de las plataformas digitales está reconfigurando el ecosistema educativo impactando en la organización pedagógica, la gestión escolar y la comunicación con las familias en la educación primaria. Para conocer cómo valora el profesorado este fenómeno, se analizaron 292 segmentos codificados procedentes de cuatro grupos de discusión con docentes; el contenido se codificó de forma inductiva y los códigos emergentes se agruparon en cinco categorías interpretativas. El profesorado aprecia la utilidad operativa de las plataformas (automatización de calificaciones, centralización de documentos, acceso remoto) y su capacidad inicial para motivar al alumnado mediante recursos interactivos. Al mismo tiempo identifica tensiones: dependencia de aplicaciones “autorizadas” que limitan la autonomía docente; brechas digitales familiares que obligan a los maestros a asumir trámites telemáticos; incertidumbre sobre la mercantilización y la vigilancia de datos estudiantiles; y riesgo de sobre‑estimulación que desplaza prácticas analógicas y compromete la atención. Además, la estandarización impuesta por estos entornos desplaza el rol docente hacia la gestión de datos y la supervisión técnica, generando ambivalencias profesionales. Ante ello, algunos maestros articulan estrategias de tecnopedagogía crítica: priorizar plataformas abiertas, limitar la huella digital y equilibrar el tiempo de pantalla con actividades analógicas. Se concluye que, para convertir estas herramientas en recursos éticos e inclusivos, resultan imprescindibles la formación continua orientada a la soberanía tecnológica, la creación de protocolos colegiados de protección de datos y la promoción de entornos digitales abiertos que devuelvan a la comunidad escolar el control sobre sus procesos y registros.
El objetivo de este artículo es analizar cómo las familias experimentan en su vida cotidiana la vigilancia de datos, entendida como la recopilación y el análisis masivo de información personal a través de plataformas digitales. El trabajo de campo, realizado en España, contó con la participación de 20 núcleos familiares compuestos por tres generaciones: abuelas/abuelos, madres/padres, hijas/hijos. Los resultados identifican cuatro posicionamientos respecto a esta vigilancia: resignación, habilitación, reflexividad crítica y resistencia. La investigación revela tensiones intergeneracionales, así como el papel clave de los progenitores en la mediación digital, a través de acciones que pueden habilitar la vigilancia de sus hijos e hijas, pero también mediante la promoción de estrategias de reflexividad y protección de la privacidad de sus familias. Sin embargo, la mayoría de las respuestas son de carácter individual, lo que pone de relieve la necesidad de pensar la alfabetización digital crítica en datos no como acción individual, sino como praxis colectiva. Esta praxis ya no estaría únicamente enfocada en diseñar políticas y prácticas de alfabetización digital centradas en capacitar a la ciudadanía, sino en generar nuevos contratos sociotécnicos orientados a la construcción de imaginarios de datificación justos, de gestión pública y orientados al bien común.
Aquest article examina els efectes de la digitalització i la plataformització en els processos d'aprenentatge de l’alumnat d’educació secundària, a partir d’entrevistes semiestructurades realitzades a trenta docents de Catalunya. Des d’una perspectiva sociotècnica crítica, l’estudi analitza com la digitalització educativa —accelerada per polítiques institucionals i pressions del sector tecnològic— no només reconfigura les pràctiques pedagògiques, sinó també les formes mateixes d’aprendre. Els resultats evidencien una percepció àmpliament crítica del professorat davant l’ús intensiu de plataformes digitals, assenyalant la fragmentació del coneixement, l’alteració dels temps escolars i el desplaçament de l’esforç cognitiu cap a tecnologies externes com ara la intel·ligència artificial generativa. Lluny de concebre les tecnologies com a eines neutres, el professorat adverteix transformacions profundes en les formes d’atenció, la lectura, l’escriptura i l’elaboració simbòlica. L’article subratlla el valor epistemològic de l’experiència docent per comprendre els efectes de la digitalització a l’escola i planteja la necessitat d’imaginar alternatives pedagògiques que resisteixin les lògiques algorísmiques i instrumentals de les plataformes. Com a conclusió, es destaca la urgència de repensar el sentit de l’aprenentatge en contextos marcats per l’automatització i l’economia de l’atenció, posant al centre la subjectivitat de l’alumnat i el vincle pedagògic.
La autovigilancia de género en plataformas como Instagram se inscribe en una normalización visual que articula el deseo de pertenencia y visibilidad con reglas técnicas y sociales que definen lo mostrable y lo deseable. Una práctica que refuerza ideales hegemónicos condicionantes para cuerpos, agencias e identidades. La investigación que se presenta en este artículo analiza las estrategias de autovigilancia de adolescentes en Instagram desde una perspectiva de género e identifica implicaciones para una alfabetización digital crítica orientadas al espacio escolar. Se desarrolla un estudio de casos múltiple con siete adolescentes de entre 14 y 17 años de Galicia (España), que combina observación de sus perfiles en Instagram con entrevistas semiestructuradas. Los resultados revelan que las adolescentes participantes presentan una mayor tendencia a la exposición efímera debido a tensiones entre el deseo de visibilidad y el temor al juicio público. En cambio, los chicos estudiados buscan el ajuste a una práctica compartida, pero sin expresar tensiones reputacionales y exigencias estéticas. Las conclusiones muestran la necesidad de revisar la alfabetización digital crítica desde una mirada feminista en el contexto escolar para construir oportunidades de reflexión y cuestionamiento frente a las desigualdades estructurales que estas plataformas edifican y consolidan.
En el contexto educativo actual, donde las tecnologías digitales forman parte de la vida cotidiana, las familias desempeñan un papel clave en el aprendizaje y la mediación digital intergeneracional. Este artículo explora los aprendizajes que surgen en el uso de plataformas digitales en familias compuestas por tres generaciones y analiza las estrategias de mediación que se ponen en práctica en sus dinámicas cotidianas. Se llevó a cabo una investigación cualitativa con enfoque participativo en 20 familias de diversos contextos socioculturales en España, principalmente en Cataluña, contando con un total de 64 participantes (abuelas y abuelos. madres y padres, hijas e hijos). A partir de entrevistas semiestructuradas, se desarrolló un análisis de contenido deductivo e inductivo, focalizado en los diferentes aprendizajes y las formas de mediación intergeneracional, desde las prácticas de control y restricción hasta aquellas orientadas al diálogo y la participación. Este estudio contribuye a actualizar el marco sobre los aprendizajes y las mediaciones digitales en contextos familiares, ampliando el foco más allá de las figuras parentales, conceptualizando la familia como un ecosistema digital intergeneracional y subrayando el papel de todas las generaciones en la construcción de aprendizajes y competencias digitales en la vida cotidiana.
En el contexto actual de digitalización educativa y creciente plataformización de las escuelas, este artículo analiza cómo se configura el acompañamiento y la protección del alumnado en educación primaria en relación con el uso de plataformas digitales, atendiendo el papel del profesorado, familias y los iguales desde las propias voces del alumnado. A través de una metodología cualitativa en dos fases, se realizaron seis grupos discusión con alumnado de entre 10 y 12 años en centros educativos de Cataluña y, posteriormente, un estudio de caso etnográfico en una de las escuelas participantes. El análisis de las manifestaciones permitió identificar los marcos interpretativos con los que el alumnado construye sentido respecto a las figuras adultas y sus pares en contextos escolares digitalizados. A su vez, las observaciones ofrecieron una aproximación a las prácticas reales en el aula, permitiendo contrastar los relatos con los usos cotidianos de las plataformas digitales. Los resultados revelan una percepción ambivalente hacia el profesorado como figura de control y apoyo, un rol difuso de las familias, y una alta centralidad de los iguales como referentes digitales. Estos hallazgos se discuten a la luz de los marcos normativos vigentes y del enfoque de alfabetización digital crítica, subrayando la necesidad de incorporar la voz del alumnado en el diseño de políticas educativas digitales.
The Technology Acceptance Model (TAM) has been widely applied in educational research, resulting in multiple adaptations and methodological variations. This systematic review examines how recent scientific literature has employed TAM to investigate educational technology. A total of 55 JCR-indexed articles published between 2017 and 2021 were selected through a PRISMA-guided process following the PICOC framework and predefined inclusion and exclusion criteria. The findings reveal increasing scholarly interest, with a predominance of quantitative, cross-sectional designs and studies conducted mainly in higher education contexts. The reviewed works primarily analysed TAM in relation to digital learning environments, specific tools and platforms, pedagogical applications, and the determinants of technology acceptance. Overall, the literature confirms that TAM remains a robust and consistent framework for interpreting technology acceptance in educational settings.
eTwinning is the most used educational network platform for digital cooperation projects implemented by means of the collaboration of two or more educational centres. The present document aims to check in which way eTwinning projects assist teachers’ needs. For that, a systematic literature review was undertaken. Selected studies met the following criteria: 1) based on eTwinning practice, 2) originated from surveyed-based research and 3) dating back to the last decade. The data were extracted throughout qualitative research over the consulted documents. This information is, then, reflected on a table expressed from the most general data represented by impacts to the most specific items. Some subcategories as they are cooperation or recognition and rewards, among others, have also been added according to the necessities and specifications of the results extracted for a better comprehension of such needs. According to the data obtained, eTwinning projects make a great and positive impact, by providing solutions to teachers’ needs. Best results correspond to the items of cooperation, and digital competence.
As teachers, we’ve learned that even a few hours without a reply on WhatsApp can cause problems.” This reflection from a Jordanian primary school teacher captures the ambient expectations, emotional demands, and blurred boundaries increasingly shaping digital school-home communication. In under-resourced settings where institutional platforms are lacking, applications such as WhatsApp have become informal yet powerful infrastructures. This qualitative case study examines how WhatsApp mediates educational relationships, pedagogical decision-making, and parental involvement in one public primary school in northern Jordan. Drawing on sociocultural theory and Bronfenbrenner’s updated bioecological model, including the techno-subsystem, the study conceptualizes WhatsApp as a sociotechnical infrastructure embedded in overlapping ecological systems. Data from interviews with five teachers, five parents, and one principal, alongside one parent-teacher WhatsApp group chat and two three-member focus groups, were thematically and discursively analyzed. Four themes emerged: blurred boundaries and constant availability, instruction shaped by platform pressure, shifting authority in WhatsApp groups, and unequal voice and digital exclusion. WhatsApp was reported to foster accessibility but also intensify emotional labor, weaken pedagogical autonomy, and marginalize less digitally fluent parents. These dynamics reflect a broader trend towards platformized governance in education. The study concludes by calling for co-designed communication protocols, ethical training, and public alternatives that promote equity, care, and sustainability.
Parental anxieties around educational futures have made the online marketplaces a welcome outlet for parents looking for quality educational apps for their children. In 2020 Google introduced the Google Teacher Approved (GTA) program to evaluate apps for children under 13 on Google Play. In this paper we use the concept of legitimation to analyse how Google creates educational legitimacy for these applications. We conducted a walkthrough of both the GTA course for developers on the Google Play Academy and the Kids' section on Google Play. We also interviewed staff from five different companies that develop apps for children under 13. We argue that the aim of the GTA program is not to assess educational quality, but rather to create educational legitimacy. Google uses ambiguity by design to invoke a sense of educational relevance without needing to make any explicit claims about the pedagogical value of apps. In the GTA program teachers become 'authoritative capital' as they are both appropriated as a signifier of trust and commodified as developers seek ways to capitalise on the aura of quality invoked by a Teacher Approved badge. We found that the legitimacy of the GTA program was contested within the industry on both procedural and consequential grounds. The GTA program is principally a form of self-regulation of controversial monetisation practices, such as the use of ads and in-app purchases. The trustworthiness invoked by teachers is then used to continue these practices in more 'regulated' ways, stymying any critique under the guise of teacher approval.
There is a global consensus about the need for improvements in literacy teaching and learning. Artificial intelligence and technology can serve as a support system for personalized learning. To address the literacy problem in Chiapas, researchers investigated the impact of artificial intelligence-based educational technology on the development of early literacy skills in preschool and elementary students under the age of eight. The results indicate that preschool students perform better when using the application in both classroom and home settings (Group 1) compared to when they use it only at home (Group 2). The elementary students who used the application in the classroom and at home (Group 1) exhibited superior performance compared to the control group (Group 2). Groups 1 and 2 demonstrated comparable performance. The results show that preschool and elementary students who faced more challenges and used the application both in class and at home (Group 1) or only at home (Group 2) developed their reading skills more effectively than what is typical for their grade levels. These findings confirm that the pedagogical integration of an artificial intelligence-based educational tool significantly enhances early literacy skills in preschool and elementary students. The results also proved insight into learning patterns, highlighting the importance of consistent and personalized use of technology in diverse educational contexts.
The use of digital devices in the school context opens up possibilities for communication and improved collaboration between families and the educational centre. This research aims to investigate, through a questionnaire administered to a total of 303 parents from different autonomous communities in Spain, the perception of families in relation to the educational use of these devices and as a means of communication and collaboration with the school. The results show that digital devices are used by most families to communicate with the school. Likewise, there is significant misinformation on the part of families regarding how children use these devices in the classroom and the possibilities that families have for the use of this resource at home. Most of the participants consider the use of digital devices to be positive, although it is not clear to them whether it leads to an improvement in the acquisition of learning standards. The family training factor is a key factor for making progress in the effective inclusion of ICT and the development of digital competence in children and their families.
As teachers, we've learned that even a few hours without a reply on WhatsApp can cause problems." This reflection from a Jordanian primary school teacher captures the ambient expectations, emotional demands, and blurred boundaries increasingly shaping digital school-home communication. In under-resourced settings where institutional platforms are lacking, applications such as WhatsApp have become informal yet powerful infrastructures. This qualitative case study examines how WhatsApp mediates educational relationships, pedagogical decision-making, and parental involvement in one public primary school in northern Jordan. Drawing on sociocultural theory and Bronfenbrenner's updated bioecological model, including the techno-subsystem, the study conceptualizes WhatsApp as a sociotechnical infrastructure embedded in overlapping ecological systems. Data from interviews with five teachers, five parents, and one principal, alongside one parent-teacher WhatsApp group chat and two three-member focus groups, were thematically and discursively analyzed. Four themes emerged: blurred boundaries and constant availability, instruction shaped by platform pressure, shifting authority in WhatsApp groups, and unequal voice and digital exclusion. WhatsApp was reported to foster accessibility but also intensify emotional labor, weaken pedagogical autonomy, and marginalize less digitally fluent parents. These dynamics reflect a broader trend towards platformized governance in education. The study concludes by calling for co-designed communication protocols, ethical training, and public alternatives that promote equity, care, and sustainability.
In the current context of educational digitalization and the growing platformization of schools, this article analyzes how accompaniment and protection of primary school students are configured in relation to the use of digital platforms, focusing on the roles of teachers, families, and peers from the students' own perspectives. Based on a two-phase qualitative methodology, six focus groups were conducted with students aged 10 to 12 in educational centers in Catalonia, followed by an ethnographic case study in one of the participating schools. The analysis of students' accounts allowed the identification of interpretative frameworks through which they make sense of the role of adults and peers in digitalized school contexts. Additionally, classroom observations provided insight into actual practices, enabling a contrast between students' narratives and the everyday use of digital platforms. The results reveal an ambivalent perception of teachers, who are seen both as figures of control and support; a blurred role of families; and a strong centrality of peers as digital references. These findings are discussed in light of current regulatory frameworks and the critical digital literacy approach, emphasizing the need to incorporate students' voices into the design of digital education policies.
The aim of this article is to explore families' positions, knowledge, and practices in relation to the phenomenon of data surveillance. To this end, 62 interviews were conducted with 20 family units residing in Spain, composed of three generations (grandparents, parents, and children), within the framework of the European project PlatFAMs. The findings reveal a widespread recognition of data surveillance practices associated with the use of digital platforms and identify three main positions in this regard: resignation, critical reflexivity, and resistance. The discussion argues that most critical responses to data surveillance are individual in nature, even though it is a structural phenomenon that permeates family dynamics. Therefore, the conclusions highlight the need to promote processes of critical data literacy that strengthen collective and family-based forms of action, expanding the scope for intervention in the face of an increasingly normalized and socially problematic phenomenon.
This study examines the use of culturally-informed digital storytelling as a form of digital pedagogy to support the development of multimodal literacy in upper secondary education. In contemporary learning environments, students are increasingly required to communicate meaning through the coordinated use of text, visuals, audio, and audiovisual elements. Adopting a qualitative case study design, the research was conducted with Grade 12 students who participated in a collaborative digital storytelling project within Indonesian language instruction. The learning process was organised through successive phases of narrative planning, multimedia production, and collective viewing accompanied by reflective discussion. Data were generated from classroom observations, analysis of student-produced digital artefacts, and semi-structured interviews with both students and teachers. The findings suggest that engaging learners in the creation of culturally grounded digital narratives contributes to the development of multimodal communication skills, supports cultural identity and meaning-making, and fosters student motivation and collaborative engagement. The study further highlights the pedagogical value of reflection and shared audience interaction within digital storytelling practices. Overall, the findings contribute to digital education research by illustrating how culturally responsive and reflective digital pedagogy can meaningfully support multimodal literacy development in upper secondary school contexts, particularly within Global South educational settings.
The platformisation of higher education has brought about a deep transformation of the university's pedagogical, institutional, and epistemic foundations. This article critically examines how the spread of platform logic -characterised by automation, datafication, and modularisation- reconfigures the traditional role of the university. By analysing the emergence of MOOCs and platform-based models, we argue that these systems increasingly frame education as a transactional, individualised, efficiency-driven activity. This occurs at the expense of the relational and open-ended nature of teaching and research. The resulting uberisation of the university redefines students as clients, teachers as content producers, and institutions as logistical interfaces. This marginalises the pedagogical encounter as a shared, dialogical practice. Rather than rejecting platforms outright, this article explores the conditions under which they could support the university's formative role. Drawing on the notions of schol & eacute; and the pedagogical triangle (teacher-student- subject of study), we argue for the recovery of study as a time of collective attention and inquiry. We also consider how automation, if designed and governed critically, could free up time for reflection rather than enforcing standardisation. Ultimately, we argue for the reappropriation of digital infrastructures in ways that uphold educational responsibility, intellectual openness, and the co-presence of individuals gathered around matters of concern.
In order to encourage the students to follow an inter-disciplinary education system where they can study multiple academic disciplines, the New Education Policy offers them a variety of elective courses. Greater flexibility promotes all-around development and can cater to a diverse set of interests, but it poses a serious issue as well: students do not know how to choose electives that align with their academic abilities, career aspirations, and personal interests. A content-based filtering and collaborative filtering technique-based recommendation system is recommended in this research to solve this issue and assist students in making informed elective choices. Personalized course suggestions are provided by the strategy on the basis of data like students' past performances, specific areas of interest, and courses available. All this data is examined by the algorithm and recommends electives that best fit the student's goals and ability level. It seeks to simplify the voluntary decisionmaking process, reduce decision anxiety, and improve academic performance and engagement. The efficacy of the concept is determined by a sequence of pre- and post-tests of educational achievements and student satisfaction after the implementation of the recommendation system. Moreover, the study provides an in-situ and scalable solution to one of the biggest problems of modern multidisciplinary education.
