Brecha digital y nuevas formas académicas en la escuela rural española durante el confinamiento

  1. Álvarez-Álvarez, Carmen 1
  2. García-Prieto, Francisco Javier 2
  1. 1 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

  2. 2 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

Journal:
Educar

ISSN: 0211-819X 2014-8801

Year of publication: 2021

Issue Title: Construir una educació inclusiva

Volume: 57

Issue: 2

Pages: 397-411

Type: Article

DOI: 10.5565/REV/EDUCAR.1250 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educar

Metrics

Cited by

  • Scopus Cited by: 23 (20-02-2024)
  • Dialnet Métricas Cited by: 19 (03-03-2024)
  • Web of Science Cited by: 17 (19-10-2023)
  • Dimensions Cited by: 20 (29-02-2024)

SCImago Journal Rank

  • Year 2021
  • SJR Journal Impact: 0.499
  • Best Quartile: Q2
  • Area: Education Quartile: Q2 Rank in area: 507/1441
  • Area: Communication Quartile: Q2 Rank in area: 129/472
  • Area: Human-Computer Interaction Quartile: Q3 Rank in area: 67/133

Índice Dialnet de Revistas

  • Year 2021
  • Journal Impact: 1.380
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 26/235

CIRC

  • Social Sciences: B

Scopus CiteScore

  • Year 2021
  • CiteScore of the Journal : 1.8
  • Area: Communication Percentile: 66
  • Area: Education Percentile: 54
  • Area: Human-Computer Interaction Percentile: 26

Journal Citation Indicator (JCI)

  • Year 2021
  • Journal Citation Indicator (JCI): 0.53
  • Best Quartile: Q3
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q3 Rank in area: 441/743

Dimensions

(Data updated as of 29-02-2024)
  • Total citations: 20
  • Recent citations (2 years): 17

Abstract

The digital divide constitutes a barrier to achieving equal opportunities for the population. In this article, we examine how the lockdown and online teaching affected rural schools. Although connectivity is poor and resources may be scarce in these schools, communication with families is fluid and the teacher-student ratio is lower. We designed a questionnaire that was administered to 157 rural schools during the lockdown process. The results show a digital gap for 30% of the student body, notable efforts by teachers to adapt to the needs of students, weekly changes in the way teaching is organized, related didactic proposals, and concern for curricular assessment. The rural schools participating in the study have tried to respond to the multiple demands arising from this new situation and narrow the digital gap by adapting to the communication needs of their students.

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