Las TIC en la educación socialtrabajando bajo presión

  1. Martínez-Pérez, Alejandro 1
  2. Lezcano-Barbero, Fernando 1
  3. Casado-Muñoz, Raquel 1
  4. Zabaleta-González, Rebeca 1
  1. 1 Universidad de Burgos (España)
Aldizkaria:
Edutec: Revista electrónica de tecnología educativa

ISSN: 1135-9250

Argitalpen urtea: 2024

Zenbakien izenburua: Plataformas digitales y datificación en el sistema educativo. Posibilidades y desafíos

Zenbakia: 87

Orrialdeak: 167-187

Mota: Artikulua

DOI: 10.21556/EDUTEC.2024.87.3047 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Edutec: Revista electrónica de tecnología educativa

Garapen Iraunkorreko Helburuak

Laburpena

COVID 19 broke out at the end of 2019 with serious consequences worldwide in all sectors. The socio-educational field, characterized by working with groups at risk of exclusion, strongly received the impact of the pandemic. Aspects such as the digital divide or the scarcity of resources hinder the telematic attention that was given in different sectors. The objectives of the work are to know how the measures derived from COVID 19 have impacted on the ways of working in the socio-educational field in Spain, with special incidence in the use of ICT, and to elaborate proposals for improvement derived from the situation that has arisen. A quantitative, descriptive and correlational study was carried out using the survey technique. The sample consisted of 818 professionals from the 17 autonomous communities. The data were analyzed using the SPSS program. The results show how the COVID 19 pandemic has generated new forms of work organization in the socio-educational field, has increased the workload and has led to work with own resources. We conclude with the need to develop the digital competence of professionals and users and a greater provision of resources for socio-educational intervention.

Erreferentzia bibliografikoak

  • Afrouz, R., & Lucas, J. (2023). A systematic review of technology-mediated social work practice: Benefits, uncertainties, and future directions. Journal of Social Work, 23(5), 953-974. https://doi.org/10.1177/14680173231165926 DOI: https://doi.org/10.1177/14680173231165926
  • Bela, B., Broka, A., Rajevska, F., & Rasnača, L. (2022). Transformative change in social service delivery and social work practice in Latvia during the COVID-19 pandemic. European Journal of Social Work, 25(5), 816-828. DOI: https://doi.org/10.1080/13691457.2021.1977255
  • Creswell, J.W. (2012). Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Pearson.
  • Dryhurst, S., Schneider, C. R., Kerr, J. Freeman, A.L.J, Recchia, G., van der Bles, A.M., Spiegelhalter, D., & van der Linden, S. (2020). Risk perceptions of COVID-19 around the world. Journal of Risk Research, 23(7-8), 994-1006. DOI: https://doi.org/10.1080/13669877.2020.1758193
  • Isaifan, R. (2020). The dramatic impact of Coronavirus outbreak on air quality: Has it saved as much as it has killed so far? Global Journal of Environmental Science and Management, 6(3), 275-288. https://dx.doi.org/10.22034/gjesm.2020.03.01
  • George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Allyn & Bacon.
  • Gewerc, A., Persico, D., & Rodés-Paragarino, V. (2020). Guest editorial: The emperor has no clothes: the COVID-19 emergency and the need for digital competence. IEEE Revista Iberoamericana De Tecnologias Del Aprendizaje, 15(4), 372– 380. https://doi.org/10.1109/RITA.2020.3033208 DOI: https://doi.org/10.1109/RITA.2020.3033208
  • Hossein-Mohand, H., Gómez-García, M., Trujillo-Torres, J.-M., Hossein-Mohand, H., & Boumadan-Hamed, M. (2021). Uses and Resources of Technologies by Mathematics Students Prior to COVID-19. Sustainability, 13(4), 1630. https://doi.org/10.3390/su13041630 DOI: https://doi.org/10.3390/su13041630
  • INTEF. (2017). Marco Común de Competencia Digital Docente. Ministerio de Educación, Cultura y Deporte.
  • Janer, À., & Úcar, X. (2017). Analysing the dimensions of social pedagogy from an international perspective. European Journal of Social Work, 20(2), 203- 218. https://doi.org/10.1080/13691457.2016.1188782 DOI: https://doi.org/10.1080/13691457.2016.1188782
  • Josephson, A., Kilic, T., & Michler, J.D. (2021). Socioeconomic impacts of COVID-19 in low-income countries. Nature Human Behaviour, 5, 557–565. https://doi.org/10.1038/s41562-021-01096-7 DOI: https://doi.org/10.1038/s41562-021-01096-7
  • Lai, J., & Widmar, N. O. (2020). Revisiting the digital divide in the COVID-19 era. Applied Economic Perspectives and Policy, 43(1), 458– 464. https://doi.org/10.1002/aepp.13104 DOI: https://doi.org/10.1002/aepp.13104
  • McHugh, M. L. (2013). The chi-square test of independence. Biochemia Medica, 23(2), 143- 149. https://doi.org/10.11613/BM.2013.018 DOI: https://doi.org/10.11613/BM.2013.018
  • Manca, S., & Delfino, M. (2021). Adapting educational practices in emergency remote education: Continuity and change from a student perspective. British Journal of Educational Technology, 00, 1–20. https://doi.org/10.1111/bjet.13098 DOI: https://doi.org/10.1111/bjet.13098
  • Martínez-Pérez, A., & Lezcano-Barbero, F. (2020). Percepción del Impacto de la Covid-19 en los Profesionales de la Educación Social que Trabajan con Menores. Revista Internacional De Educación Para La Justicia Social, 9(3), 223-243. https://doi.org/10.15366/riejs2020.9.3.012
  • Martínez-Pérez, A. y Lezcano-Barbero, F. (2021). Percepción del impacto de la Covid19 en los profesionales de educación social: una imagen desde Castilla La-Mancha. En Colegio Oficial de Educadoras y Educadores Sociales de Castilla-La Mancha (ed.), Educación social en tiempos de COVID (pp 9-51). Miño y Dávila Editores. DOI: https://doi.org/10.15366/riejs2020.9.3.012
  • Martínez-Pérez, A., Lezcano-Barbero, F., Zabaleta-González, R., & Casado-Muñoz, R. (2023). Usage of ICT among Social Educators—An Analysis of Current Practice in Spain. Education Sciences, 13(3), 231. https://doi.org/10.3390/educsci13030231 DOI: https://doi.org/10.3390/educsci13030231
  • Mateo-Andrés, J. (2009). La investigación ex pot-facto. In R. Bisquerra (Coord.), Metodología de la investigación educativa (2nd ed., pp. 195-230). La Muralla S.A.
  • Ministerio de Sanidad. (2020). Buenas prácticas en los centros de trabajo. https://www.mscbs.gob.es/gabinetePrensa/notaPrensa/pdf/GUIA110420172227802.pdf
  • Mishna, F., Milne, B., Sanders, J. et al. Práctica del trabajo social durante COVID-19: necesidades del cliente y desafíos límite. Global Social Welfare, 9, 113-120 (2022). https://doi.org/10.1007/s40609-021-00219-2 DOI: https://doi.org/10.1007/s40609-021-00219-2
  • Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481 DOI: https://doi.org/10.1177/2347631120983481
  • Portillo, J., Garay, U., Tejada, E., & Bilbao, N. (2020). Self-Perception of the Digital Competence of Educators during the COVID-19 Pandemic: A Cross-Analysis of Different Educational Stages. Sustainability, 12(23), 10128. https://doi.org/10.3390/su122310128 DOI: https://doi.org/10.3390/su122310128
  • RD-L 10/2020, de 29 de marzo, por el que se regula un permiso retribuido recuperable para las personas trabajadoras por cuenta ajena que no presten servicios esenciales, con el fin de reducir la movilidad de la población en el contexto de la lucha contra el COVID-19, BOE núm. 87 (2020).
  • Robinson, L., Schulz, J., Dodel, M., Correa, T., Villanueva-Mansilla, E., Leal, S., Magallanes-Blanco, C., Rodriguez-Medina, L., Dunn, H. S., Levine, L., McMahon, R., & Khilnani, A. (2020). Digital inclusion across the Americas and Caribbean. Social Inclusion, 8(2), 244-259. https://doi.org/10.17645/si.v8i2.2632 DOI: https://doi.org/10.17645/si.v8i2.2632
  • Romero-Tena, R., Llorente-Cejudo, M.d.C., Puig-Gutiérrez, M., & Barragán-Sánchez, R. (2021). The Pandemic and Changes in the Self-Perception of Teacher Digital Competences of Infant Grade Students: A Cross Sectional Study. International Journal of Environmental Research and Public Health, 18, 4756-1-4756-13. https://doi.org/10.3390/ijerph18094756 DOI: https://doi.org/10.3390/ijerph18094756
  • Sanders, C. K., & Scanlon, E. (2021). The Digital Divide Is a Human Rights Issue: Advancing Social Inclusion Through Social Work Advocacy. Journal of human rights and social work, 6(2), 130–143. https://doi.org/10.1007/s41134-020-00147-9 DOI: https://doi.org/10.1007/s41134-020-00147-9
  • Sanfelici, M. (2021). The Impact of the COVID-19 Crisis on Marginal Migrant Populations in Italy. American Behavioral Scientist. https://doi.org/10.1177/00027642211000413 DOI: https://doi.org/10.1177/00027642211000413
  • Taber, K.S., (2017). The Use of Cronbach's Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education, 48, 1273–96. https://doi.org/10.1007/s11165-016-9602-2 DOI: https://doi.org/10.1007/s11165-016-9602-2
  • United Nations. (2020). Policy brief: Education during COVID-19 and beyond. United Nations. https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
  • White, B. (2018). Social education: A paradigm for social work in a changing Scotland? In V. E. Cree, & M. Smith (Eds.), Social Work in a Changing Scotland (pp. 100-108 ). Routledge. DOI: https://doi.org/10.4324/9781315100821-11
  • Williams, B., Onsman, A. y Brown, T. (2010). Exploratory factor analysis: A five-step guide for novices. Australasian Journal of Paramedicine, 8(3). https://doi.org/10.33151/ajp.8.3.93 DOI: https://doi.org/10.33151/ajp.8.3.93
Datuen iturria: Dialnet