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The preservation, discussion, and analysis of the history and trends of educational communications and technology are more important than ever. After the last updated record of the AECT archive was published 25 years ago, Clark-Stallkamp and Ames' article offers an updated account of the AECT archives and its holdings. [Extracted from the article]

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.)

Purpose: The authors of this research present a study on Mmobile learning (ML) and the communication processes that are generated in different educational and professional contexts through a systematic review. Design/methodology/approach: This is descriptive research that analyzes a total of 201 results present in Web of Science and SCOPUS, with the criteria established by the PRISMA protocol, giving special relevance to the following categories: country of origin, date of publication, main objectives, methodological design, variables analyzed and considered, size and details of the samples; and their respective scientific contributions in relation to their area of research. Findings: The results show significant methodological discrepancies with respect to the established criteria. Five blocks of action are apparent: technical issues, influence on learning, impact on satisfaction and motivation, impact on communicative processes and new forms of interaction. Originality/value: The value of this research lies on offering a critical view based on an in-depth analysis of the existing scientific production between ML and communication in education. [ABSTRACT FROM AUTHOR]

Web-conferencing systems (WCS) are gaining momentum in the implementation of distance learning for young people, especially during and after the spread of COVID-19. In this regard, it seems urgent to identify technologies for distance learning education that correspond to modern teacher education to the fullest and are effective, user-friendly and convenient for all subjects of the educational process. This experiment revealed the most popular formats of communication for long-distance students in the implementation of future teachers' professional training by means of video conferencing on the Zoom platform. The analysis of the implementation of various formats of interaction based on the questionnaire of research participants demonstrated a positive trend in the level of user expectations from educational interaction, technical preferences and students' attitude to distance learning by means of web-conferencing. The implementation of distance learning using web-conferencing in group and full-class formats of interaction made it possible to increase social presence through the interactive cooperation of the students with each other and with the teacher in the educational and social context. These formats enhance social and cognitive interaction, thus developing key competencies in future teachers related to the ability to implement effective communication when working in a teaching team. It causes an increase in educational efficiency level and is critical, since it allows information to be obtained through interaction with each other and with the content presented on the screen. Thereby, educational distance communication with the help of web-conferencing should be considered as a new form of social and educational communication in the implementation of professional training rather than as a technical non-traditional tool for teacher education. [ABSTRACT FROM AUTHOR]

The levels of adherence to results in the implementation of public policies within educational communities can vary greatly depending on several factors: program coverage, funding level, the level of understanding of program goals, the duration of implementation, and the dissemination of results. In today's digital society, the most relevant factor is precisely the communication of results, even when the way in which these are reached is overlooked. As a result, non-causal, high-impact relationships are installed in the collective consciousness. This article presents the results of a study that aims to measure the level of impact of the implementation of a public policy developed over two years in educational establishments in the Los Ríos Region of Chile, and it looks into the level of adherence to results three years after its implementation. The results explain that the differentiating factor is the type of dissemination of results, in direct correlation to the digital media used and the digital culture of the establishment, which allows to previously project the conditions of possibility for a type of adherence, even though we need larger scale measurements to determine with certainty this point of causality. [ABSTRACT FROM AUTHOR]

Social media has a significant impact on people's attitudes, cultures, and morals. However, when used appropriately, these platforms can be an effective means for achieving goals. Additionally, they can enhance both educational and social communication. This study aims to limit the scientific articles and research published on Scopus related to the issue of social media and enhancing communication skills, with a theoretical comparison and bibliometric analysis among these articles to clarify a set of axes on which the research was based. After categorizing the fields of research in social and psychological areas and reaching 924 scientific articles out of a total of 2468 basic articles, the research concluded that using communication skills through social media enables people to carry out their plans and work efficiently. In addition, the United States had the largest share in scientific articles published on this topic, and the recent years from 2019 to 2021 have had a growing number of scientific articles in the field of social media and communication skills. [ABSTRACT FROM AUTHOR]

This study aimed to explore the potential of the blackboard learning system in enhancing cognitive communication between male lecturers and female students. The study used a triangulation method to justify the credibility of the research through the researcher as a primary instrument and interviews. Major findings indicated that there was a lack of training on the use of blackboarding from the student's and lecturers' perspectives. The study has notably contributed to the educational technology field by exploring the blackboard learning system with cognitive communication in a culture-dependent community. There were suggestions from respondents on enhancing the roles of cognitive communication such as creating awareness, developing problem-solving skills, attentiveness, and encouraging executive functions while learning with the blackboard system. The findings enhanced the concept that learning platforms should contain gadgets and programs to become independent with the ability to enhance cognitive communication. The study concluded that enabling effective use of the blackboard learning system influenced effective communication between male lecturers and female students. It was concluded that applying learning platforms such as organizing training, conducting student-teacher meetings, and seminars, and including the positive roles of blackboarding promotes cognitive-communication and bridges culture gaps among lecturers and students. It is recommended for future studies conduct similar studies with other types of learning platforms which will subsequently provide additional insights into the phenomenon of cognitive communication in the field of educational technology. [ABSTRACT FROM AUTHOR]

The confinement caused by Covid-19 has accelerated the expansion of social networks such as TikTok (Tamara, 2020), which is experiencing profound growth among younger users. The centennials in this network focus mainly on the production and dissemination of tutorials, vídeo selfies, choreographies or humorous videos designed to entertain their followers (Suárez-Álvarez and García-Jiménez, 2021). However, the platform can also be used to give a voice to minorities, report situations of inequality or claim the rights of certain groups (Sánchez-Castillo and Mercado-Sáez, 2021). To this end, the network launched the hashtag #ThingsTheyTellMe; an inclusive initiative to promote the fight against inequality and discrimination against people. This hashtag invites citizens to denounce the exclusion they have suffered at certain times in their lives. The aim of the study is to identify the issues addressed in the publications and to find out the evaluations issued by a group of experts on these issues. The methodology consists of two different qualitative techniques: content analysis and a focus group. A content analysis sheet and a semi-structured questionnaire were prepared, both of which were developed in-house. After analysing a total of 200 videos and learning about the perceptions of three PhDs in communication and three PhDs in education, it was observed that the prosumers of this network have reported situations of rejection based on place of birth, gender, physical appearance, sexual orientation, profession, family composition, beliefs or hobbies. In conclusion, the diversity of issues addressed shows that TikTok represents an ideal showcase for combating inequalities, but it is necessary to develop other complementary actions, in the communication and educational sphere, to generate lasting positive change over time. [ABSTRACT FROM AUTHOR]

Information and communication technologies (ICT) tend to be considered as environmentally neutral devices; however, they do have a significant material impact through their design, manufacture, consumption, and final disposal as electronic waste. Additionally, the increasing digitalisation of society and therefore, the intensive use of technology demand a critical understanding of ICT consumption to promote sustainable media practices in accordance with the global climate crisis, whose consequences are increasingly evident. Through an extensive documentary search from databases on the Internet, a scientific literature review, exploratory interviews as well as snowball sampling, this article identifies and analyses diverse projects developed in the field of Education and Communication that are trying to ameliorate and draw attention to the harmful and invisible effects of ICT consumption. Therefore, twenty-five international projects that try to motivate good practices and proposals to promote a sustainable ICT consumption have been selected. The results show the scarcity of educational and communication projects related to this issue and highlight the urgency of intensifying the development of initiatives that deal with the environmental impact of ICT devices, considering a green media consumption as a necessary component of media literacy for the twenty-first century´s citizenship. [ABSTRACT FROM AUTHOR]

This article presents the results regarding the issue of education from the "Survey on living conditions and infant care during the preventative and obligatory social isolation of COVID-19." This survey was filled out by a sample of families (n=4,008), whose children were in three levels of public (62.6%) and private (37.4%) education in three districts of the province of Buenos Aires, Argentina. According to the results, the majority of the families sustained communication with the educational institutions; however, cases in which difficulties manifested were linked to limitations in connectivity or lack of technological apparatuses (above all, in public schools). Due to this, the interactions among teachers and students were limited, without the possibility of establishing synchronic communications, which made it difficult to carry out high-quality virtual education over a prolonged period, an impact of the COVID-19 pandemic. Finally, this article concludes by highlighting the limitations and reach of the study in order to analyze issues relating to educational equity and thus contribute to the possibility of designing policies that improve educational access. [ABSTRACT FROM AUTHOR]

The commonly accepted premise that collaboration among the educational community leads to school improvement and greater student achievement is not always fulfilled due to the diverse reality of schools and various initiatives to promote family participation. This work addresses the perception of teachers, school management teams and educational inspection of family-school-community relations in 23 primary schools in the Basque Autonomous Community, characterized by different criteria related to school effectiveness-ineffectiveness, aiming to identify good practice leading to school improvement. Tine study is descriptive-exploratorycxploratory-explanatory with mixed methodology, using questionnaires, indepth interviews and discussion groups. Results show family involvement is mediated by teaching staff's personal factors, that all schools try to promote family collaboration, though forms of participation vary, and those which work best are proactive, stressing different collaboration dimensions. Conclusions include adopting a systemic approach, review and updating of training modalities, and assessment of teaching competences for collaboration. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic accelerated the digital transformation process, significantly changing how educational organisations communicate. These changes brought numerous challenges that required the development of suitable communication strategies within the context of the pandemic crisis. In light of this situation, the objective of this article is to investigate how an educational organisation in Portugal adjusted its communication strategies during three distinct periods in 2020: before the pandemic (January-March), during the pandemic and lockdown period (March-June), and the back-to-school phase (September-December). Furthermore, this study aims to identify and analyse the challenges faced by the educational organisation during these periods and explore the communication strategies implemented. A case study was conducted within the educational organisation to accomplish these objectives. Data were collected through a questionnaire survey to parents and semi-structured interviews with heads and directors of the organisation. The findings suggest that during the COVID-19 pandemic, the crisis context significantly increased digital communication, particularly through various digital platforms such as blogs, Instagram, and YouTube channels. This shift amplified the importance of communication within the educational organisation under study and resulted in profound changes in communication dynamics between the teachers/educational organisation and parents. Therefore, it is deemed crucial to establish strategic plans for crisis communication in educational organisations. Additionally, it is important to ensure the continued implementation and use of new technologies and digital communication tools. Moreover, hybrid systems that enhance flexibility and facilitate face-to-face and remote communication interfaces should be studied. [ABSTRACT FROM AUTHOR]

The use of the term "feedback" is inconsistent both in everyday language and in the scientific literature. Using the procedure of classical term explication, we therefore show based on etymology, everyday language usage, and scientific word history that definitions of the termrange from pure information to the result of a selfregulating control loop, and that there are significant differences between its original usage in a technical context and its usage in a communication context. Given the specificity of a pedagogical communication context, we argue that feedback from this point of view always contains a normative component and should be understood as an educational action. In conclusion, we point out the need for a transparent focus of pedagogical feedback research. [ABSTRACT FROM AUTHOR]

In this article, Guadalupe Ruiz Cuéllar proposes a series of changes to improve the Mexican Journal of Educational Research (RMIE). The journal has faced challenges due to changes in the production and distribution of knowledge, so there is a need to rethink and renew it. Some aspects to consider include editorial management, the website, and the implementation of identifiers and downloadable files. The editorial policy, the objectives of the journal, and possible changes in author guidelines and the evaluation process are also discussed. The goal is to maintain the position of the RMIE as a reference in educational research. [Extracted from the article]

Introduction: The consumption of tobacco products, from planting to consumption, is responsible for serious health problems, representing a cycle of diseases, poverty and deaths worldwide. This serious public health problem led Brazil to develop, from the 1980s onwards, a set of tobacco control measures, constituting a policy with legislative, economic, communication and educational actions, which has as its foundation the National Program for Control of Tobacco. Tobacco (PNCT). Objective: This article is an experience report that is part of a national study carried out between 2020 and 2022, and describes actions through technical visits to tobacco control coordination offices in five states. Method: The states were selected according to criteria established by Ditab/INCA, which coordinates the network of the State Program for Tobacco Control (PECT) in the 26 States and Federative Unit of the country. Thus, a State of each region was chosen: Tocantins (North), Paraíba (Northeast), Goiás (Midwest), Rio de Janeiro (Southeast) and Paraná (South). Results: Practices were developed to enhance, improve and add technical, political, communication actions, among others, in order to give sustainability to the State Program and, more broadly, the PNCT. [ABSTRACT FROM AUTHOR]

The teaching profession can no longer be understood without collegiate work, which allows professionals not only to be good individual recipe applicators but, above all, to feel safe to develop common methodological strategies, try out new collective practices and be recognized for them. This conception supposes the transformation of the prevailing professional teaching culture, to reach constant agreements on what should be learned in each educational entity, and, consequently, when, and how, what has been learned should be taught and evaluated, on the behaviour of educational agents, as well as the type of institutional experiences to stimulate the desired learning. Considering the educational entity as a complex system, the model of positive educational transformation in professional learning communities (PLC), allows an intervention in all these dimensions jointly, with the purpose of eventually taking it to its inflection point, through a highly participatory approach of reflection on practice and collaboration among equals to generate autonomous work structures that sustain long-term transformation. The field work carried out using the case methodology, and the subsequent triangulation of project documentation, online surveys and interviews, has allowed us to conclude on the importance of aligning teaching and management practices, and the degree of maturity of the educational organization in terms of the beliefs of its members, the technical-pedagogical variables, the internal culture, the leadership, the communication between the educational agents, as well as the organization and management, in the processes of positive educational transformation. [ABSTRACT FROM AUTHOR]

Educational communication has been gaining prominence since the 1970s with the integration of information technologies into education, especially in more developed countries, gaining strength in Brazil over the past two decades. Paulo Freire was one of the promoters of this creative perspective of Communication/Education interrelation, pointing to the essentially dialogical nature of communication processes for the formation of a "critical consciousness." However, educational communication can also occur analogically without the use of technologies, such as in the making of signs, posters, models, pamphlets, exhibitions, and similar items. Environmental educational communication can be especially utilized through fast media, such as social networks, with YouTube Shorts, Instagram Stories or Reels, and short TikTok videos, which can be explored for the creation of audiovisual resources, as well as for the production of clips, short films, among others, all of which have a wide reach of environmental educational communication to the current population. The objective of this chapter is to explore the role of environmental educational communication as a tool for the dissemination and conservation of protected areas in the metropolitan region of Rio de Janeiro, Brazil, also known as Baixada Fluminense, presenting an overview of these areas with a focus on the Mário Xavier National Forest (Flona MX). The conservation units of Baixada Fluminense suffer from stereotypes attributed to the social and economic issues of the region, these facts contribute to the invisibility of these green areas, directly affecting conservation. Changing this scenario can come from encouraging society to become active in conservation, taking on the role of protagonists and for that, educomunicação must be present in these spaces, providing information, knowledge, and dissemination of these spaces, making society recognize the importance of protected areas, known in Brazil as Conservation Units. Thus, it was identified that the use of technological resources such as social media are extremely important tools and should be incorporated into communication plans of protected areas, as well as shared management practices should become more present, especially with the technical scientific support of universities, having the Shared Guard Extension Program Flona Mário Xavier, with a great example of integration and success in Baixada Fluminense for conservation. [ABSTRACT FROM AUTHOR]

As an alternative means of communications, community communicatios is essentially a tool to give voice to historycally marginlized social groups, an assumption that needs to be visualized every day as a reference to condition social changes in communities throug education. The goal of the Word is to expose some experiences as teahers together with students of the Social Communication career in some neighborhoods of Cuito/Bie, Angola. The experience resulted in shared intercultutal learning between students and teachers. It was supported by tolos of the Participatory-Action-Research methodology and the postulates of Popular Education. Is is not intrntend to expess finished ideas, but to provoke reflexive approaches on a practice that is continually reconstructed. As teachers at the Escuela Superior Politecnica de Cuito/Bie, in Angola, they took advantage of the opportunity provided by the coincidence of the delivery in the fifth semester of the career, of the subjects of Communication and Health and Educational Communication, with the pprecedence of having studied Communication for Development and Itercultural Communication in the year, so that the students, integrated into teams, carry out field work in some neighborhoods of the community, all with the objective that they apply in practice, the knowledge acquired in various subjects. The visit to the community with the preparation of the contents estudied, were consolidating the experiences of the students, allowed to make observations in the field and strengthen the process of interaction between theory and practice, using tolos of the research metodology. The interviews, observation guides, questionnaires and almost daily face-to-face interation gave scientific objectivity to the task performed. It was posible to verify the unhealthy life practices of many of its inhabitants in the interaction with the environment, the non-use of the natural leaders of these communities for improvement of the same, as well as insufficient communication between the community and the institutions close to them fundamentally. The experience conclusively corroborated the weaknesses that still exist in the extensionist work by the university, that community work is a space almost invisible by the large media and the universities of the territory, it also allowed students to the have a different look to the cultural and communicative practices of the enviroment in question. The photographic evidence illustrates the above. [ABSTRACT FROM AUTHOR]

Background: Latinx populations are severely underrepresented among organ donors compared with the non-Hispanic White population. The Promotoras de Donación e-learning module was developed to train Latinx lay health educators (ie, promotoras) to discuss deceased organ donation and promote donor designation within their communities. Objective: This paper described the results of 2 studies designed to assess the direct and indirect effects of the module on promotoras' and mature Latinas' organ donation and donor designation knowledge, attitudes, and behaviors. Methods: In partnership with 4 community-based promotoras organizations, we designed 2 nonrandomized, quasiexperimental pragmatic studies to evaluate the Promotoras de Donación e-learning module, with participating promotoras and mature Latinas serving as their own controls. Brief surveys were administered to participating promotoras before and after module completion to assess changes in organ donation knowledge and support and communication confidence (study 1). Promotoras participating in the first study were asked to hold at least 2 group conversations about organ donation and donor designation with mature Latinas (study 2); paper-pencil surveys were completed by all participants before and after the group conversations. Descriptive statistics, means and SDs, and counts and percentages were used as appropriate to categorize the samples. Paired sample 2-tailed t test was used to assess changes in knowledge of and support for organ donation and confidence in discussing donation and promoting donor designation from pre- to posttest. Results: Overall, 40 promotoras completed this module (study 1). Increases in organ donation knowledge (mean 6.0, SD 1.9 to mean 6.2, SD 2.9) and support (mean 3.4, SD 0.9 to mean 3.6, SD 0.9) were observed from pre- to posttest; however, these changes did not reach statistical significance. A statistically significant increase in communication confidence was found (mean 692.1, SD 232.4 to mean 852.3, SD 139.7; P =.01). The module was well received, with most participants deeming it well organized, presenting new information, and providing realistic and helpful portrayals of donation conversations. A total of 52 group discussions with 375 attendees were led by 25 promotoras (study 2). The trained promotora-led group discussions about organ donation resulted in increased support for organ donation in promotoras and mature Latinas from pre- to posttest. Knowledge of the steps to become an organ donor and belief that the process is easy to perform increased in mature Latinas from pre- to posttest by 30.7% and 15.2%, respectively. In total, 5.6% (21/375) of attendees submitted completed organ donation registration forms. Conclusions: This evaluation provides preliminary support for the module's direct and indirect effects on organ donation knowledge, attitudes, and behaviors. The need for additional modifications to and future evaluations of the module are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica 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.)

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Copyright of Revista Iberoamericana de la Educación is the property of Instituto Corporativo Edwards Deming 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.)

Even though many students and teachers tend to minimize its relevance, didactic self-assessment is one of the most important components of the instructive-educational process. It can be defined as the students' ability to make value judgments about their own academic performance, based on sound logical and psychological arguments. The development of students' self-assessment skills is supported by a number of socio-psychological factors such as: perceived self-efficacy, relevant individuals' opinions - teachers, parents, etc. as well as by certain pedagogical factors such as: the teacher's didactic style, teaching/learning strategies, type(s) of assessment used, particulars of the information/content taught, etc. The aim of this research was to assess students' awareness of the importance of training in self-assessment skills for their ongoing professional and personal development. The research sample was made up of 336 students from 4 different faculties of the University of Oradea, Romania. They were grouped into three series according to their academic year of study (2019-2022). Students were asked to self-assess their academic performance in a university subject included in the Psycho-pedagogy and Methodology Training Program. The results showed that most respondents tend to underestimate themselves, depending, among other things, on the quality of their academic preparation or on the way exams are carried out. [ABSTRACT FROM AUTHOR]

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Competency-based education and interactive pedagogy integrated through modern educational technologies provide teachers with the opportunity to develop and use digital competencies. Teachers, like all citizens, must acquire digital competencies necessary for their personal and professional lives, and for participation in the digital society. Teachers are important role models for the next generation, and it's imperative that they are digitally competent and responsible. Nevertheless, teachers also require a set of specific skills to leverage digital technologies for better teaching and learning outcomes. Therefore, this article encompasses aspects of pedagogical communication in the digital age. [ABSTRACT FROM AUTHOR]

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Copyright of Revista de Comunicación 'Vivat Academia' is the property of Facultad de Ciencias de las Informacion de la Universidad Complutense (Espana) 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 transition from secondary school to higher education institutions (HEIs) can be a very exciting experience, but it can also represent unique challenges, making this moment a crucial event in the academic path of all students. Academic initiation practices are a tradition that exists on several universities campuses with the purpose of promoting students' integration into academic life during such an important transition. It is important to analyse the participation of deaf students in initiation practices to higher education and the sign language interpreters' role in including them in this process. Sixteen deaf students of HEIs in the Porto region participated in this study and accepted the importance of initiation, although some interviewees were afraid they would not have enough time to dedicate to their studies, which influenced their decision not to take part in these activities. Deaf students who participated and experienced initiation rituals identified several constraints, which indicates that academic initiation practices are not adapted to the specific needs of deaf students, nor to the needs of the deaf community as a whole. HEIs are not fully aware of the need to adapt them, so that all students, regardless of their hearing ability, can fully participate and feel included at university. It is vital to provide conditions that allow the full inclusion of deaf students into the academic environment. Since Portuguese sign language is the language of these students, it is essential for them to have an interpreter who facilitates communication in both educational situations and extracurricular activities they wish to participate in, thus minimizing discrimination and promoting full inclusion. [ABSTRACT FROM AUTHOR]

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Copyright of Metaverse Basic & Applied Research is the property of Fundacion Salud, Ciencia y Tecnologia 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 presents a philosophical understanding and real interpretation of the existence and evolution of pedagogical (educational) discourse in the postmodern space. The results of scientific research are analyzed and the structural-semantic relationship of the concepts, terms and categories associated with the terminological field "discourse" is defined. The authors raise the problem of the postmodern significance of discourse in the period of the global transformation of the educational environment, caused by the pandemic COVID-19, which has put humanity before the fact of actualization of remote communication and receipt of educational services. The authors believe that distance learning should be provided with strong technical and technological support on the one hand and the use of this vector set of educational, pedagogical, learning and development technologies in the preparation of future specialists in the system of higher education on the other. The article deals with new approaches to the application of discourse-supporting technologies and methods. Thus, the emphasis is placed on the relevance of an open informational and educational environment of higher education institutions in the postmodern space where the role of discourse as a constructive tool of postmodernism is determined by the new interpretation, and the teacher becomes a generator of innovations in this context. [ABSTRACT FROM AUTHOR]

The main objective of this research was to analyse the ICT resources and teaching methodologies used by high school teachers before and during the state of alarm decreed by the Spanish state to combat COVID-19, as well as the teachers' opinion about their own training in digital competences. The information was collected through a questionnaire designed ad hoc addressed to all Biology and Geology teachers in the autonomous community of Castilla y León (Spain) who taught in ESO, Baccalaureate and/or Vocational Training centres during the 2020/2021 academic year (n=145). The results obtained show that the use of ICT increased considerably during the state of alarm, allowing for the adaptation of teaching programmes and methodology. The teachers surveyed considered that their use facilitated the teaching-learning process, however, a high percentage claimed not to have the necessary training and resources. Our study also suggests the existence of a digital divide in the Spanish education system, as a high percentage of teachers indicated that not all their students had the means and/or the necessary training to use virtual learning environments or virtual educational communication tools. [ABSTRACT FROM AUTHOR]

The reactions of education systems to the global lockdowns implemented during the COVID-19 epidemic highlighted that there remain questions regarding how everyday technologies might be used to support mass education. This paper draws on Conversation Analysis in online textual communication to study key features of mobile text communication by analysing book discussions among adult students of an online reading programme. We captured and analysed three patterns of interaction (i.e., single linear conversations; intertwined conversations; trunk-branch conversations) as to their affordances for educational communication. This study shows that synchronous text has distinctive communicative features, including short text exchanges and various turn-taking patterns, which are different to the elaborated forms of discourse expected in schools. Though "disorder" and "messiness" accompanied the interactions, we take them as opportunities rather than challenges of education and suggest that appropriate pedagogic design may enable teachers to utilise this distinctiveness to develop various learning environments. [ABSTRACT FROM AUTHOR]

If the Epistemologies of the South are the knowledge generated from the places of resistance to domination in the dynamics of decolonization, the Communicologies of the South are the feelings and the counter-hegemonic word that forge senses of justice and inclusion paths. They are characterized by their origin in the south to become the directions of hope, and because they constitute proposals for the democratization of the word with dialogic, educational and participatory communication systems through horizons of inclusion with rights in a New World Order of Information and Communication. Latin America and the Caribbean are contributors to Southern Communications with paradigms such as Alter(n)ative Communication, Popular Communication and Communication for Good Living, woven from the word of its peoples and referents now of the right to communication in the narratives of the digital world. [ABSTRACT FROM AUTHOR]

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.)