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Artificial Intelligence (AI) is creating both opportunities and challenges in higher education. This article explores perceptions, concerns, barriers, and facilitators for integrating AI into academic activities. It focuses on a public university in Northern Peru, examining faculty opinions through interviews and focus groups. The findings show that faculty find generating texts and organizing activities with AI advantageous; however, some have concerns about its use, doubting its accuracy and truthfulness. They agree on discussing these changes and integrating them into the curriculum, seeking to overcome barriers through training to improve the perception and use of AI. Despite the potential and strong support of AI in the university, it is necessary to implement institutional measures. [ABSTRACT FROM AUTHOR]

Before the social mobilizations of October/2019 broke out, the Chilean secondary education curriculum was modified. The reform implied transformations in the subject of History. The literature argues that curricular changes impact pedagogical practices, teachers and teacher identities. This research explores the identity positioning assumed by four history teachers in the face of the curricular transformations of their subject. The results of the qualitative research show the teaching identity declared during the initial application of the curricular reform; it outlines a positioning discourse that rejects the ideological assumptions of the curricular change and reveals an identity positioning that (re)locates the most relevant dimensions of the teaching identity constructed by the teachers. In passing, it evidences the critical position in the face of a curricular reform that imposes a new order to the professional status of teachers, expressed in the weakening of the exercise of the autonomy of history teachers. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica de Psicología Iztacala is the property of Facultad de Estudios Superiores Iztacala and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Philosophy of Film course at la Universidad del Zulia offers a deep dive into the intersection of cinema and philosophy. This field connected to the meaning of being human, explores human complexities through the seventh art, going beyond traditional philosophical theory. From the early days of cinema to the digital era, it delves into global cinematic movements and technological revolutions. The competency-based approach enables students to develop practical and theoretical skills, analyzing cinematic works through the lenses of philosophers such as Plato, Aristotle, Bergson, and Deleuze. Additionally, it examines Latin American cinema, connecting it with regional philosophies and scrutinizing social and political aspects. The course encourages knowledge generation through research, debates, critical analyses, and presentations, molding students into critical thinkers capable of unraveling philosophical messages in diverse films. This contributes to the academic field and provides a deeper understanding of humanity and the world. [ABSTRACT FROM AUTHOR]

The purpose of this work is to found and propose an ethical-legal regulation for the exercise of the philosophical profession in Venezuela. This in the context of the curricular reform process that is being carried out in the School of Philosophy of the University of Zulia, which responds to the transformation of the disciplinary matrix of philosophy from the emergence of the practice of philosophical consultation, a practice that has generated a set of ethical and legal dilemmas that must be addressed, not only from philosophical reflection, but also from the possibilities of a regulatory legal framework in our national context. [ABSTRACT FROM AUTHOR]

The philosophy of economics is considered a subfield within contemporary philosophy that aims to study and analyze the main philosophical problems of economic science. Philosophical thought plays a fundamental role in the teaching of economics, since it offers an immeasurable wealth in which to seek sources of inspiration or learning for economic knowledge. This article aims to reflect on the study of the philosophy of economics as a proposal for an elective curricular unit in the reform of the philosophy degree at the University of Zulia, which incorporates an anthropological foundation, through the analysis of the notion of economic man in the main currents or schools of economic thought. Both the problems of economic theory and those of economic policies have philosophical and ideological support, as well as moral consequences. Likewise, the two main problems that economic science faces are the question of homo oeconomicus and the issue of values, from the philosophical perspective. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Sociedad is the property of Ciencia y Sociedad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ESTOA: Revista de la Facultad de Arquitectura y Urbanismo de la Universidad de Cuenca is the property of ESTOA Revista de la Facultad de Arquitectura y Urbanismo de la Universidad de Cuenca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article honors the memory of veterinarian Juan José Salazar Cruz, dean of the Faculty of Veterinary Medicine at La Salle University. During his tenure, he ensured the national and international prestige of veterinary medicine at the university, standing out for the construction of the Veterinary Clinic and the formation of a teaching team with experience and postgraduate academic training. In addition, he led the revision of the Curriculum, promoted the internationalization of the faculty, and the transfer of knowledge through the International Livestock Development Training Center. His work as a representative of the Inter-American Institute for Cooperation on Agriculture in Mexico is also mentioned. [Extracted from the article]

Integration and inclusion are terms we use nowadays in education. Beyond what is stated in curricula and syllabuses, and what the media sells us, we can ask ourselves, do we really know what it means and what it entails? This article is the product of a research study in the primary education field, where teachers are the main source of information, using qualitative methodology in its broadest sense of research that produces descriptive data. This is described as the study of people based on what people say and do in the social and cultural scenario. With this enquiry, the main objective is to find out how much is known about inclusive education and the learning needs of learners, what reasonable accommodations are described in planning or assessment indicators. And, whether teachers do or do not do them, or simply use the terms, but do not do or do not carry out the guidelines set out in their planning. Whether they really know what are the BAPs (Barriers to Learning and Participation) that their students face. This being the watershed of the famous so-called inclusive education, this is described as the process of addressing and responding to the diversity of needs of all learners through inclusive educational practices. However, despite advances in science, changes in educational models, ways of thinking and changes in curricula, throughout this research we realise that many teachers continue with long-standing archaic attitudes and refuse to make changes. They continue to carry out a disproportionate and inadequate load of activities that are not meaningful and do not guarantee significant learning for the learner. [ABSTRACT FROM AUTHOR]

Copyright of Anuario de la Sociedad Argentina de Historia de la Educación is the property of Argentinean Society of History of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gaceta de la Real Sociedad Matematica Espanola is the property of Real Sociedad Matematica Espanola and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectiva Educacional is the property of Perspectiva Educacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Investigaciones ANDINA is the property of Fundacion Universitaria del Area Andina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuestiones de Filosofia is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuestiones de Filosofia is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gaceta de la Real Sociedad Matematica Espanola is the property of Real Sociedad Matematica Espanola and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anuario de la Facultad de Derecho de la Universidad de Alcalá is the property of Dykinson SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article carries out a discursive analysis of the two documents that mark the scope of the reform of the school curriculum in primary and secondary education in Spain (a European one from 2006 and another from the Ministry of Education in 2020), with the aim of revealing the ideological construction of the political actors who have designed it. Then, a counterargumentative proposal is presented, by way of a dialogue between specialists with a different vision of what is the teaching of scientific knowledge in these educational stages, based on complexity studies and the theorization of educational practice in which the teacher-student dialogue is a key point of view. The conclusions show that the reform has been proposed from the topdown, without having generated a discussion with the educational community because it responds to the interests of institutions that defend the neoliberal model of education. [ABSTRACT FROM AUTHOR]

In recent years, many countries and international organizations have devoted significant efforts to designing a school curriculum that responds to the educational needs of the 21st century. In Spain, the LOMLOE (Organic Law 3/2020, of 29 December, which amends Organic Law 2/2006, of 3 May, on Education) has also proposed the renewal of the curriculum as a key element for the modernization of the education system. The aim of this paper is to analyze the Spanish curriculum reform from a comparative perspective, in order to assess whether it is in line with the current trends of change on the international scene and to detect the conditions that must be met to successfully achieve its purpose, in the light of what has been learned in other countries. To this end, a comparative analysis framework has been developed based on UNESCO (United Nations Educational, Scientific and Cultural Organization), OECD (Organisation for Economic Co-operation and Development) and EU (European Union) publications on this subject and on various comparative studies on recent curriculum reforms around the world. The results show that, in terms of the approach and architecture of the curricular model of the compulsory education, the Spanish reform follows the recommendations of international organizations and shares to a large extent the characteristics of the reforms undertaken in many countries around us. However, it is also possible to detect some relevant differences in terms of the strategy adopted for the change and the agents involved in it, which should be considered, as they could become obstacles to the achievement of the pursued objectives. [ABSTRACT FROM AUTHOR]

The competency-based curriculum approach is an international focus that embodies a trait which is widely shared around the world in today's educational scenario. It is deemed a response to the challenges faced by societies today, in the era of modern globalisation and the fourth industrial revolution. In Spain, the recently passed Organic Law 3/2020, of 29 December, which amends Organic Law 2/2006, of 3 May, on Education (hereinafter, LOMLOE) has developed legislation that is now reaching the curriculum. Therefore, it is appropriate to analyse such legislation. This is the purpose of this paper, which describes some of the institutional history behind this curriculum reform movement; the humanistic component of the movement, which remains connected to so-called "liberal education" while broadening its perspectives, is specified; certain elements of the ideological controversy around this new curricular approach and its rendering in the new law are described; a critical analysis of the conceptual foundations of the new structure is made and its limitations are indicated; attention is drawn to the central role of evaluation of learning outcomes and the paper ends with a succinct conclusion. [ABSTRACT FROM AUTHOR]

Copyright of Ería is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of CIRCULO de Linguistica Aplicada a la Comunicacion is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Foreign languages have had a significant presence in formal education in Argentina. This article will present the Argentine state's linguistic policies regarding foreign languages in the education system in the period 1904-1941 through an analysis of the reform projects of the system. As regards education, the focus will be on secondary schools: it is in this level, and in national schools specifically, where the teaching of certain foreign languages took place. The selected period begins in 1904, when a specific teacher training institution for foreign languages was created in charge of the federal state: the Escuela de Profesores en Lenguas Vivas. This analysis ends in 1941, the year when the curricula were modified and it was decided that, given that the simultaneous learning of foreign languages was one of the biggest criticisms made to national schools, only two languages were to be taught and one after the other. This change in the curricula increased the presence of English and caused a decrease in the teaching of French in the system, since it became mandatory to study English in one of the two levels proposed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REiDoCrea: Revista Electrónica de Investigación y Docencia Creativa is the property of REiDoCrea: Revista Electronica de Investigacion y Docencia Creativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The needs of education are a direct reflection of the society that shows causes and consequences in the different areas that comprise it, where the issue of violence is a reality that requires concrete and contextualized actions to obtain pertinent results aimed at obtaining a culture of peace. Considering that to educate for peace, an ethical-moral discourse and constant changes in the curriculum are not enough, one would have to think about the experiential learning that appears from the model delving into teaching thought, the factors that impact within its function and the generation of spaces of peace, this would lead us to a greater understanding, gradually allowing a paradigm shift aimed at peace. [ABSTRACT FROM AUTHOR]

We characterize a didactic paradigm, based on a given epistemological model concerning the knowledge at stake, according to three concurrent elements: the phenomena to which this paradigm reacts; the proposed ends, which determine the direction of the pursued change; and the means offered to reach these ends. As means to overcome some consequences of the global phenomenon called "monumentalism", the Anthropological Theory of the Didactic offers certain didactic organizations (living at the pedagogical and disciplinary level, area or sector of the scholar mathematics) compatible with inquiry-based paradigms. This strategy is a way to advance towards the paradigm of questioning the world and it sets out a curriculum shift. [ABSTRACT FROM AUTHOR]

This paper is the result of a research carried out under the umbrella of the "UNESCO UniTWIN Network on Media, Gender, and ICTs" Project, and it tries to determine the presence of subjects with a specific focus on gender in the current Communication Degrees offered at Spanish universities. The inclusion of subjects about gender equality in relation to media follows the suggestions of the IV World Conference on Women in Beijing (1995). The main objective of this research will be to investigate the presence of these subjects in Communication Degrees, identifying the elements that define them at a thematic, methodological and relevant levels within the curriculum. A mixed methodological design is proposed based on ex-post-facto research, with a descriptive orientation and the search for improvement, a qualitative analysis of study plans using ATLAS.ti and a panel of experts. The results reveal a scarce presence of this type of subjects, with a higher percentage in public universities than in private ones, and also a minimal relevance as compulsory subjects. This research study reveals the current formal training in gender studies of future generations of media professionals and serves as an endorsement for forthcoming changes of curricula in the European Higher Education Area context. [ABSTRACT FROM AUTHOR]

In 2008, Penn State University's online delivery organization, Penn State World Campus, established a dedicated faculty development unit to improve online instruction. The Online Faculty Development (OFD) unit was designed to prepare faculty for online teaching through a large and varied curriculum of asynchronous, online training courses built on the theory and research of best practices for online instruction. This paper describes the Penn State World Campus OFD unit, its mission and program, and the assumptions underlying its day-to-day operations. [ABSTRACT FROM AUTHOR]

Copyright of Investigium IRE: Ciencias Sociales y Humanas is the property of Editorial Institucion Universitaria Centros de Estudios Superiores Maria Goretti and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

For more than twenty years, Latin American countries have faced the challenge of generating policies that support the universalization and democratization objectives of the secondary school level, guaranteeing the access, permanence and graduation of young people. Within this context, in Argentina, several regulations and actions focused on secondary school and young people of school age have been developed in recent years, including some aimed at revising the curriculum mesh. This paper presents some advances in two research projects in development. One of them analyses the construction process of the Curriculum Design for Secondary Education in the Province of Buenos Aires (2005-2010), and the other studies the creation of secondary education offers in disadvantaged areas within the framework of a project promoted by the Ministry of National Education between 2014 and 2015. The paper aims to provide a theoretical framework for the understanding of the decisionmaking processes in curriculum policy and to present some key questions about the way in which the characteristics of these processes could put a strain on the meaning of the curriculum changes that are intended to be implemented, at the level of educational systems and at the level of institutions. [ABSTRACT FROM AUTHOR]

In Spain, we are lived one of the most controversial issues in education because of the implementation of Education for Citizenship and Human Rights, a school subject recommended repeatedly by the European Union and international organizations. The controversy went beyond education due to a planned political strategy covered by religious arguments based on deeply undemocratic axioms. This research uses the historical method applied to the analysis of the curriculum. The documentation used comes, mainly, from curriculum prescription, newspapers, and judicial sources. Their analysis has allowed us to focus on how the most traditional and conservative groups of our society used public space to perpetuate their power and control, slowing down changes in the curriculum and educational practice. The article aims to demonstrate the existence of a concatenation of perfectly coordinated and sequenced actions with the clear intention of hindering the implementation of the subject and maintaining the hegemony of particular religious values over civil ones. A latent confrontation awaiting its reactivation. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)