Competencia Digital Docente e Inclusión Educativa en la escuela.Una revisión sistemática

  1. Itziar Kerexeta-Brazal
  2. Leire Darretxe-Urrutxi
  3. Pedro Martínez-Monje
Revista:
Campus Virtuales

ISSN: 2255-1514

Año de publicación: 2022

Volumen: 11

Número: 2

Páginas: 63-73

Tipo: Artículo

DOI: 10.54988/CV.2022.2.885 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Campus Virtuales

Resumen

La situación de pandemia producida por COVID-19 ha puesto en evidencia la necesidad de formación y estructuras digitales que den respuesta al aislamiento producido y permitan avanzar en la creación de escuelas de mayor calidad. En el presente artículo se analizan las variables educación inclusiva y competencia digital docente y sus derivadas terminológicas en el sector K-12 a nivel mundial en las publicaciones indexadas en las bases de datos WOS, Scopus y Proquest en los últimos 5 años. La metodología ha sido cualitativa mediante técnicas de análisis crítico del contenido a través del software NVivo. Un total de 14 artículos han sido revisados y categorizados de forma emergente respondiendo a cómo se relacionan los conceptos y variables de estudio. Las conclusiones indican la necesidad de diseñar políticas de educación inclusiva globales que integren las competencias digitales docentes y el desarrollo tecnológico de las escuelas para la participación plena y exitosa de todas las personas.

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Fuente de los datos: Dialnet