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Gender equality and ICT in the context of formal education: A systematic review
Comunicar, 2020, Vol.28 (63), p.9-19
[Peer Reviewed Journal]
Copyright Grupo Comunicar 2020 ;ISSN: 1134-3478 ;EISSN: 1988-3293 ;DOI: 10.3916/C63-2020-01
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Title:
Gender equality and ICT in the context of formal education: A systematic review
Author:
Prendes-Espinosa, María-Paz
;
García-Tudela, Pedro-Antonio
;
Solano-Fernández, Isabel-María
Subjects:
Classrooms
;
Core curriculum
;
Educational Practices
;
Educational technology
;
Elementary Secondary Education
;
Equality
;
Females
;
Feminism
;
Foreign Countries
;
Gender Differences
;
Gender equity
;
Gender inequality
;
Gender-based violence
;
Higher Education
;
Inequality
;
Information Technology
;
International organizations
;
Language
;
Networks
;
Preschool Education
;
Program Descriptions
;
Research design
;
Research Reports
;
Search Strategies
;
Secondary education
;
Semantics
;
Sex discrimination
;
Sex Fairness
;
Sex Stereotypes
;
Social networks
;
Socialization
;
Spanish
;
STEM Education
;
Stereotypes
;
Students
;
Systematic review
;
Teacher education
;
Teaching Methods
;
Technology Integration
;
Telecommunications
;
Tests
;
Violence
;
Web 2.0
;
Web 2.0 Technologies
;
Women
Is Part Of:
Comunicar, 2020, Vol.28 (63), p.9-19
Description:
This article focuses on gender equality as one of the most relevant objectives of the educational system to alleviate gender violence and combat stereotypes. At the same time, ICT have become a very important educational tool in a digital society like the one where we live. Around these two topics we conducted this research whose purpose is, from the scientific production of the last six years, to analyze the educational practices in formal contexts that deal with gender equality and ICT (infant, primary, secondary and higher education). The research design is a systematic review, based on the PRISMA statement and the PICoS strategy, using the 2013-2019 search period. After a screening process of a total of 90 documents, 18 papers were found that cover both study topics (gender and ICT). A content analysis supported by semantic networks was performed, using Atlas.ti v.8. Among the main results, we highlight that most of the good practices in the different educational levels are related to the use of web 2.0. and STEM competences. Finally, we recommend the design of proposals that work on gender through ICT, with the "smart classroom" as an interesting suggestion that is part of the emerging pedagogies.
Publisher:
Huelva: Grupo Comunicar
Language:
English
Identifier:
ISSN: 1134-3478
EISSN: 1988-3293
DOI: 10.3916/C63-2020-01
Source:
AUTh Library subscriptions: ProQuest Central
ERIC Full Text Only (Discovery)
Alma/SFX Local Collection
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