Brecha digital en la actitud y disposición hacia las tic en alumnado de España
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INTRODUCCIÓN. La actitud y disposición del alumnado hacia las tecnologías de la información y la comunicación (TIC) se ha consolidado como un constructo clave en la literatura actual. Además, la integración de las TIC en la educación está condicionada por factores personales y contextuales que generan diferencias significativas y, en consecuencia, nuevas brechas digitales. MÉTODO. Este estudio analiza cómo factores personales (género) y contextuales (estatus económico, social y cultural, disponibilidad de dispositivos tecnológicos en casa y en la escuela) se relacionan explicativamente sobre la actitud y disposición hacia las TIC en estudiantes de 15-16 años en España a partir de los datos de PISA 2018. Mediante un diseño cuantitativo no experimental de tipo correlacional, se examinaron 35.943 participantes que respondieron el Cuestionario de Familiaridad con las TIC. El análisis de datos efectuado es análisis de correlación y análisis de correlación canónica. RESULTADOS. Los resultados muestran que los factores considerados explican la actitud y disposición hacia las TIC con un tamaño del efecto mediano. El género es la principal variable explicativa: los chicos presentan mayor competencia percibida, autonomía y uso social de las TIC, mientras que las chicas expresan mayor interés. El nivel socioeconómico y la disponibilidad de dispositivos tecnológicos en el hogar influyen positivamente, aunque con efectos muy pequeños. La disponibilidad de dispositivos tecnológicos en la escuela apenas incide. DISCUSIÓN. Se concluye que persiste una brecha digital asociada al género y al contexto, lo que plantea la necesidad de políticas educa- tivas que fomenten aspectos cognitivos-motivacionales hacia las TIC y la equidad digital del alumnado, mejorando con ello su competencia digital.
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