Tecnología en educación: Scratch y habilidades interpersonales en adolescentes
Socio-emotional skills are crucial in the development of identity in adolescence. The field of education could be an ideal context for emphasizing socio-emotional and technological skills, promoting the well-being of young people and paying special attention to the digital divide. This study has use...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Fundación Dialnet. Universidad de La Rioja |
| Repositorio: | RUIdeRA. Repositorio Institucional de la UCLM |
| OAI Identifier: | oai:ruidera.uclm.es:10578/45735 |
| Acceso en línea: | https://doi.org/10.5281/zenodo.17216532 https://www.revistacomunicar.com/ojs/index.php/comunicar/article/view/116634/5190 https://hdl.handle.net/10578/45735 |
| Access Level: | acceso abierto |
| Palabra clave: | Adolescentes Educación secundaria Habilidades interpersonales Imagen corporal. Tecnología |
| Sumario: | Socio-emotional skills are crucial in the development of identity in adolescence. The field of education could be an ideal context for emphasizing socio-emotional and technological skills, promoting the well-being of young people and paying special attention to the digital divide. This study has used this environment to promote interpersonal skills where body image and identity are compromised. 217 secondary school students (12-17 years) participated in the study. Students had to propose solutions through dialogic debate to problem situations related to interpersonal skills, using Scratch (experimental group) or written text (control group). The purpose of this study is to assess whether the use of Scratch modifies beliefs about technology. For this, measurements were taken on the students’ perception of technology; perception of their own ability and the liking of technologies; and satisfaction with the participation in the project. Among the results, the detection of dilemmas where the pressure of sociocultural factors is questioned stands out. In relation to technology, were observed neatly in the experimental group after the intervention. On the one hand, boys showed greater interest, perceived greater ability and were less bored with technology. On the other hand, girls perceived technology as more difficult and felt less capable, in line with the gender bias in the technological field. Research needs to delve deeper into gender barriers and biases in relation to technology to increase interest in it and digital literacy in general, but especially in girls. |
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