000136285 001__ 136285
000136285 005__ 20241125101203.0
000136285 0247_ $$2doi$$a10.1007/s10639-023-12285-4
000136285 0248_ $$2sideral$$a139277
000136285 037__ $$aART-2023-139277
000136285 041__ $$aeng
000136285 100__ $$aMairal-Llebot, María$$uUniversidad de Zaragoza
000136285 245__ $$aChallenges in achieving educational inclusion and development in the digital era: analysis of emotions, barriers and perceived needs
000136285 260__ $$c2023
000136285 5060_ $$aAccess copy available to the general public$$fUnrestricted
000136285 5203_ $$aSociety is currently immersed in a highly digitalised panorama due to Information and Communication Technologies (ICT). The educational process is also in a period of constant technological change and renewal. The transformation of education and methodologies can bring positive benefits for students, but also inequalities. This study aims to analyse the perceptions of families of pupils aged 3–18 on how the use of technology influences their children’s education in terms of emotions, barriers and needs. It is also intended to study whether the perceived barriers are determined by the underlying needs of the households and/or the emotions they experience from the use of technological resources. Finally, the consequences of perceived barriers on needs are studied. For this purpose, 720 parents completed an online questionnaire. The application of the Structural Equation Model reveals that negative emotions have a positive and significant effect on perceived barriers. On the other hand, a positive and significant effect of perceived barriers on expressed needs is found. The results of the research show the inequalities that ICT generate in the school environment, which are determined by the characteristics of the pupils’ family context. Knowing about the situations and perceptions of families is a first step towards carrying out actions to break down barriers and meet needs, the ultimate goal of inclusive education.
000136285 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000136285 590__ $$a4.8$$b2023
000136285 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b16 / 760 = 0.021$$c2023$$dQ1$$eT1
000136285 592__ $$a1.301$$b2023
000136285 593__ $$aEducation$$c2023$$dQ1
000136285 593__ $$aLibrary and Information Sciences$$c2023$$dQ1
000136285 593__ $$aE-learning$$c2023$$dQ1
000136285 594__ $$a10.0$$b2023
000136285 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000136285 700__ $$0(orcid)0000-0002-9685-8399$$aLiesa-Orús, Marta$$uUniversidad de Zaragoza
000136285 700__ $$0(orcid)0000-0002-6083-8759$$aLatorre-Cosculluela, Cecilia$$uUniversidad de Zaragoza
000136285 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000136285 773__ $$g29, 9 (2023), 11421-11443$$pEduc. inf. technol.$$tEDUCATION AND INFORMATION TECHNOLOGIES$$x1360-2357
000136285 8564_ $$s1511271$$uhttps://zaguan.unizar.es/record/136285/files/texto_completo.pdf$$yVersión publicada
000136285 8564_ $$s1323150$$uhttps://zaguan.unizar.es/record/136285/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000136285 909CO $$ooai:zaguan.unizar.es:136285$$particulos$$pdriver
000136285 951__ $$a2024-11-22-12:12:48
000136285 980__ $$aARTICLE