Magdalena Claro | Pontificia Universidad Catolica de Chile (original) (raw)
Papers by Magdalena Claro
Journal of Children and Media, Apr 6, 2021
ABSTRACT Bullying and cyberbullying victimisation are serious problems worldwide, especially amon... more ABSTRACT Bullying and cyberbullying victimisation are serious problems worldwide, especially among children and adolescents. However, there is much research on risk factors, the evidence about victim typologies that combine online and offline bullying with the specific nature of the victimisation episodes and other sociodemographic and individual features is still scarce. This study contributes by combining the poly-victim framework with the cyberbullying and online risk approaches. We used data from the Kids Online survey conducted in 2016 and analysed a national sample of 1,000 Internet users in Chile between 9 and 17 years old. The aim was to classify youth based on their cyber and traditional bullying experiences and examine the clusters’ features based on age, sex, socioeconomic status, technology use and skills, risky offline behaviours and well-being. A two-step cluster analysis identified three groups: poly-victims (23%), occasional digital victims (30%), and frequent offline victims (41%). These groups significantly differed by age, sex, Internet use, digital skills, risky offline behaviours and psychological characteristics. These results highlight the heterogeneity and complexity of both traditional and cyberbullying and the need to tailor interventions for diverse types of victims. IMPACT SUMMARY a. Prior State of Knowledge: Bullying is a serious problem both in its traditional and cyber-forms. Both share commonalities and present divergences regarding risk factors and psychological consequences associated. Whereas they can be distinct types of victimisation, a significant percentage of victims suffer both. b. Novel Contributions: Frequent offline bullying, occasional digital victimisation, and poly-victimisation should be considered three victimisation forms. These three experiences differ significantly in their age and sex composition, Internet use, digital skills, risky offline behaviours and psychological characteristics. c. Practical Implications: Identification of victim groups is critical to developing a more tailored approach to support different victims and reduce various forms of harassment. Moreso, because the current impacts of bullying-prevention programs are relatively small.
En el marco de la política de TIC para escuelas impulsada por el estado chileno desde hace 20 año... more En el marco de la política de TIC para escuelas impulsada por el estado chileno desde hace 20 años, denominada Red Enlaces, en 2011 se realizó la primera evaluación de habilidades digitales en una muestra nacional de estudiantes (SIMCE TIC). Este artículo, presenta la política Enlaces y analiza los fundamentos y resultados de esta primera medición. El SIMCE TIC midió las habilidades tecnológicas y destrezas cognitivas para gestionar información, interactuar con otros y comportarse éticamente en el mundo digital. Estas habilidades se evaluaron en un software que simula el ambiente virtual de un computador y herramientas de productividad, comunicación y navegación para resolver los problemas planteados a los estudiantes. Aproximadamente la mitad de los estudiantes evaluados en el SIMCE TIC no superaron el nivel de logro inicial del test, reflejando las limitaciones que ha tenido la política llevada a cabo por Enlaces para desarrollar este tipo de habilidades en los estudiantes. Estos ...
Research Papers in Economics, Nov 1, 2011
Journal of Children and Media, 2020
ABSTRACT This article analyses the modes of physical access that facilitate participation in digi... more ABSTRACT This article analyses the modes of physical access that facilitate participation in digital opportunities and the development of digital skills in children and adolescents (9 to 17 years old). We analysed the data obtained from the Kids Online survey in Chile. A latent class analysis (LCA) was conducted to identify groups based on access points and devices of use; access modalities were then composed crossing these variables. Four access modalities were found: cellphone-home; cellphone-ubiquitous; multi-device-home; multi-device-ubiquitous. Multiple logistic regression analysis showed that ubiquitous modalities (multi-device and cellphone varieties) predicted digital use and skills among young Chileans, while the more static modalities (cellphone and home and multi-device and home) did not. These results are critical to addressing what can be defined as “enabling access” among young Internet users in the context of digital inclusion policies.
New Media & Society, 2017
This article presents a study that applies integrated and multi-factor path analysis to report th... more This article presents a study that applies integrated and multi-factor path analysis to report the direct and indirect effects of young Brazilian individual and home factors on their online opportunities and risks. The results show that engaging in more online opportunities, being older and having a lower level of parental mediation are associated with a higher number of online risks. At the same time, being older, having Internet access at home, having parents with a higher educational level, possessing more digital skills and receiving a higher level of co-use and active parental mediation are positively associated with online opportunities. Although restrictive parental mediation is negatively associated with online risks, it also reduces opportunities. In addition, co-use and active mediation are positively associated with parental educational level. These findings offer a starting point to understand children’s online behaviour and digital inclusion in Latin America and analyse...
Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2005
This paper presents the results of the analysis of the data from a national survey of the Chilean... more This paper presents the results of the analysis of the data from a national survey of the Chilean educational ICT infrastructure and its use in schools implemented by the Centre for Technology and Education of the Chilean Ministry of Education in 2004. Results show that the context of ICT use in Chilean schools can be characterized as relatively good, insofar as there are no first-order barriers for implementing ICT pedagogy. In this context, students' ICT use can be categorized based on four factors: communication, productivity, recreation, and communication with teachers. On the other hand, teachers' ICT use can be categorized using three factors: communication, teaching, and technical. Based on these factors and considering the availability and use of ICT in schools, the question remains how to make this time most effective for improving students' learning. Additionally, results show that students, on their own, spend a considerable amount of time developing activities described as communication. The question that arises from this finding is how to take advantage of these activities in order to meet teaching and learning aims. Regarding teachers, results open possibilities for redesigning professional development courses by taking advantage of what they already do with ICT.
Education and Information Technologies, 2015
ABSTRACT Teachers’ use of ICT has mainly focused on their use in classroom context and few studie... more ABSTRACT Teachers’ use of ICT has mainly focused on their use in classroom context and few studies have focused on their use elsewhere. Attempting to fill this gap, this paper presents a case study of 12 secondary teachers characterising their use of ICT in and out-of-the-classroom. Results show that teachers use these tools inside the classroom for presentations and support some instructional strategies and outside the classroom for lesson preparation, administration and communication, and design of students’ assignments with ICT. However, the analysis of the specific characteristics of these activities shows that beyond these apparently good purposes of ICT use, the quality of the characteristics of the activities is heterogeneous, which can have implications in the effectiveness of the use of ICT in teaching and learning. Based on this, we suggest that in order to take full advantage of the teaching and learning opportunities associated to use of digital tools in education, there is a need to develop teachers’ and students’ digital skills, specifically those associated to searching and selecting information available in the Internet, and developing and presenting information products.
Las valoradas y temidas tecnologías de información y comunicación. Desde el hogar a la escuela
Santiago de Chile: CEPAL, 2010
2, "Diálogo político inclusivo e intercambio de experiencias", Componente: Educación (CEC/08/003)... more 2, "Diálogo político inclusivo e intercambio de experiencias", Componente: Educación (CEC/08/003). Las opiniones expresadas en este documento, que no ha sido sometido a revisión editorial, son de exclusiva responsabilidad de la autora y pueden no coincidir con las de la Organización.
Journal of Children and Media
Video games or computer games are an important part of most young people’s lives today in OECD co... more Video games or computer games are an important part of most young people’s lives today in OECD countries. PISA (2003) showed that 53% of OECD students age 15 play games frequently (“almost every day” or “a few times a week”). In the U.S. studies show that teenagers are spending more time playing computer games and other digital media (e.g. computers and the Internet), than watching TV. Specifically, 13-to-17-year-olds spend 3.5 hours daily on home digital media while only 3.1 hours watching TV (Grunwald, 2004). Moreover, it has been estimated that an average American teenager will have spent 10,000 hours playing computer games by the time he/she completes compulsory schooling (Carrington, 2004). Consistently, UK figures suggest that nearly 70% of children play digital games every week, and mobile game play is increasingly common, with 68% of children doing it every week (Facer 2001, as cited in Kirriemuir & McFarlane, 2004).
El presente documento discute el rol que estan cumpliendo los sistemas escolares de educacion sec... more El presente documento discute el rol que estan cumpliendo los sistemas escolares de educacion secundaria de algunos paises de America Latina y el Caribe en relacion a las Tecnologias de Informacion y Comunicacion (TIC), a partir de los datos de acceso y uso de TIC de estudiantes de 15 anos recogidos por el estudio PISA durante el periodo 2000-2009. Este estudio aporta informacion valiosa para un conjunto importante de paises de la region y del mundo, permitiendo el analisis de las principales tendencias de comportamiento y acceso digital de estudiantes tanto en sus hogares y como en sus centros educativos. Los resultados muestran que los sistemas escolares de la region (participantes de este estudio) han logrado compensar en parte las desigualdades de acceso a las TIC en el hogar, ofreciendo acceso amplio a ellas en las escuelas, en un contexto de penetracion que solo alcanza la mitad de los hogares y que se concentra en aquellos de mayores ingresos. A pesar de este logro, la oportu...
En el marco de la politica de TIC para escuelas impulsada por el estado chileno desde hace 20 ano... more En el marco de la politica de TIC para escuelas impulsada por el estado chileno desde hace 20 anos, denominada Red Enlaces, en 2011 se realizo la primera evaluacion de habilidades digitales en una muestra nacional de estudiantes (SIMCE TIC). Este articulo, presenta la politica Enlaces y analiza los fundamentos y resultados de esta primera medicion. El SIMCE TIC midio las habilidades tecnologicas y destrezas cognitivas para gestionar informacion, interactuar con otros y comportarse eticamente en el mundo digital. Estas habilidades se evaluaron en un software que simula el ambiente virtual de un computador y herramientas de productividad, comunicacion y navegacion para resolver los problemas planteados a los estudiantes. Aproximadamente la mitad de los estudiantes evaluados en el SIMCE TIC no superaron el nivel de logro inicial del test, reflejando las limitaciones que ha tenido la politica llevada a cabo por Enlaces para desarrollar este tipo de habilidades en los estudiantes. Estos ...
Introduction Any strategy that seeks to change the teaching practice should consider the social a... more Introduction Any strategy that seeks to change the teaching practice should consider the social and cultural context of the school organization (Hargreaves, Earl, Moore, & Manning, 2001; Tondeur, Devos, Van Houtte, van Braak, & Valcke, 2009). This means taking into account sociocultural aspects relating to the knowledge, meanings and understanding of the new strategy by the members of a school organization, as well as the changes in social relations it may produce (Cooper, 1988). One common issue when implementing new strategies with ICT is that they tend to focus on adopting the technology, without providing the appropriate conditions for the social and cultural learning that is required for innovation (Hargreaves et al., 2001). Among these conditions, a shared view by the school members that are involved is essential. This shared view includes their perceptions and beliefs of the new strategy that is to be adopted, as well as the physical, human, and organizational conditions requ...
Knowledge Studies in Higher Education
This chapter presents the case of the Pontificia Universidad Católica de Chile in supporting the ... more This chapter presents the case of the Pontificia Universidad Católica de Chile in supporting the school system during the Covid-19 pandemic. It shows how supporting individual faculty initiatives as well as interinstitutional collaborations and participating in and supporting specific policies shaped a complex array of support for a highly atomized school system because of its market-driven arrangements. The case study also shows that, beyond individual initiatives, collaboration among Chilean universities was key for rapidly responding to the emerging needs of schools.
The Elementary School Journal
Although prior knowledge is an important predictor of future performance in mathematics, few stud... more Although prior knowledge is an important predictor of future performance in mathematics, few studies have analyzed which areas of the subject are most critical. Most evidence is based on small- and medium-scale studies from developed countries, with results that cannot be generalized. We explore which areas of mathematics are the most important predictors of future performance by considering the sociodemographic and academic factors of Chile. Scores from a standardized test for eighth-grade mathematics and fourth-grade language arts were analyzed for a sample of 158,818 students, together with data on different areas of fourth-grade mathematics. The results reveal that the association of future performance in mathematics with number skills is as strong as the association of future performance in mathematics with attending an elite private school, in comparison to attending a state-subsidized school. Literacy skills also proved to be an important predictor of future performance in mathematics.
Journal of Children and Media, Apr 6, 2021
ABSTRACT Bullying and cyberbullying victimisation are serious problems worldwide, especially amon... more ABSTRACT Bullying and cyberbullying victimisation are serious problems worldwide, especially among children and adolescents. However, there is much research on risk factors, the evidence about victim typologies that combine online and offline bullying with the specific nature of the victimisation episodes and other sociodemographic and individual features is still scarce. This study contributes by combining the poly-victim framework with the cyberbullying and online risk approaches. We used data from the Kids Online survey conducted in 2016 and analysed a national sample of 1,000 Internet users in Chile between 9 and 17 years old. The aim was to classify youth based on their cyber and traditional bullying experiences and examine the clusters’ features based on age, sex, socioeconomic status, technology use and skills, risky offline behaviours and well-being. A two-step cluster analysis identified three groups: poly-victims (23%), occasional digital victims (30%), and frequent offline victims (41%). These groups significantly differed by age, sex, Internet use, digital skills, risky offline behaviours and psychological characteristics. These results highlight the heterogeneity and complexity of both traditional and cyberbullying and the need to tailor interventions for diverse types of victims. IMPACT SUMMARY a. Prior State of Knowledge: Bullying is a serious problem both in its traditional and cyber-forms. Both share commonalities and present divergences regarding risk factors and psychological consequences associated. Whereas they can be distinct types of victimisation, a significant percentage of victims suffer both. b. Novel Contributions: Frequent offline bullying, occasional digital victimisation, and poly-victimisation should be considered three victimisation forms. These three experiences differ significantly in their age and sex composition, Internet use, digital skills, risky offline behaviours and psychological characteristics. c. Practical Implications: Identification of victim groups is critical to developing a more tailored approach to support different victims and reduce various forms of harassment. Moreso, because the current impacts of bullying-prevention programs are relatively small.
En el marco de la política de TIC para escuelas impulsada por el estado chileno desde hace 20 año... more En el marco de la política de TIC para escuelas impulsada por el estado chileno desde hace 20 años, denominada Red Enlaces, en 2011 se realizó la primera evaluación de habilidades digitales en una muestra nacional de estudiantes (SIMCE TIC). Este artículo, presenta la política Enlaces y analiza los fundamentos y resultados de esta primera medición. El SIMCE TIC midió las habilidades tecnológicas y destrezas cognitivas para gestionar información, interactuar con otros y comportarse éticamente en el mundo digital. Estas habilidades se evaluaron en un software que simula el ambiente virtual de un computador y herramientas de productividad, comunicación y navegación para resolver los problemas planteados a los estudiantes. Aproximadamente la mitad de los estudiantes evaluados en el SIMCE TIC no superaron el nivel de logro inicial del test, reflejando las limitaciones que ha tenido la política llevada a cabo por Enlaces para desarrollar este tipo de habilidades en los estudiantes. Estos ...
Research Papers in Economics, Nov 1, 2011
Journal of Children and Media, 2020
ABSTRACT This article analyses the modes of physical access that facilitate participation in digi... more ABSTRACT This article analyses the modes of physical access that facilitate participation in digital opportunities and the development of digital skills in children and adolescents (9 to 17 years old). We analysed the data obtained from the Kids Online survey in Chile. A latent class analysis (LCA) was conducted to identify groups based on access points and devices of use; access modalities were then composed crossing these variables. Four access modalities were found: cellphone-home; cellphone-ubiquitous; multi-device-home; multi-device-ubiquitous. Multiple logistic regression analysis showed that ubiquitous modalities (multi-device and cellphone varieties) predicted digital use and skills among young Chileans, while the more static modalities (cellphone and home and multi-device and home) did not. These results are critical to addressing what can be defined as “enabling access” among young Internet users in the context of digital inclusion policies.
New Media & Society, 2017
This article presents a study that applies integrated and multi-factor path analysis to report th... more This article presents a study that applies integrated and multi-factor path analysis to report the direct and indirect effects of young Brazilian individual and home factors on their online opportunities and risks. The results show that engaging in more online opportunities, being older and having a lower level of parental mediation are associated with a higher number of online risks. At the same time, being older, having Internet access at home, having parents with a higher educational level, possessing more digital skills and receiving a higher level of co-use and active parental mediation are positively associated with online opportunities. Although restrictive parental mediation is negatively associated with online risks, it also reduces opportunities. In addition, co-use and active mediation are positively associated with parental educational level. These findings offer a starting point to understand children’s online behaviour and digital inclusion in Latin America and analyse...
Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2005
This paper presents the results of the analysis of the data from a national survey of the Chilean... more This paper presents the results of the analysis of the data from a national survey of the Chilean educational ICT infrastructure and its use in schools implemented by the Centre for Technology and Education of the Chilean Ministry of Education in 2004. Results show that the context of ICT use in Chilean schools can be characterized as relatively good, insofar as there are no first-order barriers for implementing ICT pedagogy. In this context, students' ICT use can be categorized based on four factors: communication, productivity, recreation, and communication with teachers. On the other hand, teachers' ICT use can be categorized using three factors: communication, teaching, and technical. Based on these factors and considering the availability and use of ICT in schools, the question remains how to make this time most effective for improving students' learning. Additionally, results show that students, on their own, spend a considerable amount of time developing activities described as communication. The question that arises from this finding is how to take advantage of these activities in order to meet teaching and learning aims. Regarding teachers, results open possibilities for redesigning professional development courses by taking advantage of what they already do with ICT.
Education and Information Technologies, 2015
ABSTRACT Teachers’ use of ICT has mainly focused on their use in classroom context and few studie... more ABSTRACT Teachers’ use of ICT has mainly focused on their use in classroom context and few studies have focused on their use elsewhere. Attempting to fill this gap, this paper presents a case study of 12 secondary teachers characterising their use of ICT in and out-of-the-classroom. Results show that teachers use these tools inside the classroom for presentations and support some instructional strategies and outside the classroom for lesson preparation, administration and communication, and design of students’ assignments with ICT. However, the analysis of the specific characteristics of these activities shows that beyond these apparently good purposes of ICT use, the quality of the characteristics of the activities is heterogeneous, which can have implications in the effectiveness of the use of ICT in teaching and learning. Based on this, we suggest that in order to take full advantage of the teaching and learning opportunities associated to use of digital tools in education, there is a need to develop teachers’ and students’ digital skills, specifically those associated to searching and selecting information available in the Internet, and developing and presenting information products.
Las valoradas y temidas tecnologías de información y comunicación. Desde el hogar a la escuela
Santiago de Chile: CEPAL, 2010
2, "Diálogo político inclusivo e intercambio de experiencias", Componente: Educación (CEC/08/003)... more 2, "Diálogo político inclusivo e intercambio de experiencias", Componente: Educación (CEC/08/003). Las opiniones expresadas en este documento, que no ha sido sometido a revisión editorial, son de exclusiva responsabilidad de la autora y pueden no coincidir con las de la Organización.
Journal of Children and Media
Video games or computer games are an important part of most young people’s lives today in OECD co... more Video games or computer games are an important part of most young people’s lives today in OECD countries. PISA (2003) showed that 53% of OECD students age 15 play games frequently (“almost every day” or “a few times a week”). In the U.S. studies show that teenagers are spending more time playing computer games and other digital media (e.g. computers and the Internet), than watching TV. Specifically, 13-to-17-year-olds spend 3.5 hours daily on home digital media while only 3.1 hours watching TV (Grunwald, 2004). Moreover, it has been estimated that an average American teenager will have spent 10,000 hours playing computer games by the time he/she completes compulsory schooling (Carrington, 2004). Consistently, UK figures suggest that nearly 70% of children play digital games every week, and mobile game play is increasingly common, with 68% of children doing it every week (Facer 2001, as cited in Kirriemuir & McFarlane, 2004).
El presente documento discute el rol que estan cumpliendo los sistemas escolares de educacion sec... more El presente documento discute el rol que estan cumpliendo los sistemas escolares de educacion secundaria de algunos paises de America Latina y el Caribe en relacion a las Tecnologias de Informacion y Comunicacion (TIC), a partir de los datos de acceso y uso de TIC de estudiantes de 15 anos recogidos por el estudio PISA durante el periodo 2000-2009. Este estudio aporta informacion valiosa para un conjunto importante de paises de la region y del mundo, permitiendo el analisis de las principales tendencias de comportamiento y acceso digital de estudiantes tanto en sus hogares y como en sus centros educativos. Los resultados muestran que los sistemas escolares de la region (participantes de este estudio) han logrado compensar en parte las desigualdades de acceso a las TIC en el hogar, ofreciendo acceso amplio a ellas en las escuelas, en un contexto de penetracion que solo alcanza la mitad de los hogares y que se concentra en aquellos de mayores ingresos. A pesar de este logro, la oportu...
En el marco de la politica de TIC para escuelas impulsada por el estado chileno desde hace 20 ano... more En el marco de la politica de TIC para escuelas impulsada por el estado chileno desde hace 20 anos, denominada Red Enlaces, en 2011 se realizo la primera evaluacion de habilidades digitales en una muestra nacional de estudiantes (SIMCE TIC). Este articulo, presenta la politica Enlaces y analiza los fundamentos y resultados de esta primera medicion. El SIMCE TIC midio las habilidades tecnologicas y destrezas cognitivas para gestionar informacion, interactuar con otros y comportarse eticamente en el mundo digital. Estas habilidades se evaluaron en un software que simula el ambiente virtual de un computador y herramientas de productividad, comunicacion y navegacion para resolver los problemas planteados a los estudiantes. Aproximadamente la mitad de los estudiantes evaluados en el SIMCE TIC no superaron el nivel de logro inicial del test, reflejando las limitaciones que ha tenido la politica llevada a cabo por Enlaces para desarrollar este tipo de habilidades en los estudiantes. Estos ...
Introduction Any strategy that seeks to change the teaching practice should consider the social a... more Introduction Any strategy that seeks to change the teaching practice should consider the social and cultural context of the school organization (Hargreaves, Earl, Moore, & Manning, 2001; Tondeur, Devos, Van Houtte, van Braak, & Valcke, 2009). This means taking into account sociocultural aspects relating to the knowledge, meanings and understanding of the new strategy by the members of a school organization, as well as the changes in social relations it may produce (Cooper, 1988). One common issue when implementing new strategies with ICT is that they tend to focus on adopting the technology, without providing the appropriate conditions for the social and cultural learning that is required for innovation (Hargreaves et al., 2001). Among these conditions, a shared view by the school members that are involved is essential. This shared view includes their perceptions and beliefs of the new strategy that is to be adopted, as well as the physical, human, and organizational conditions requ...
Knowledge Studies in Higher Education
This chapter presents the case of the Pontificia Universidad Católica de Chile in supporting the ... more This chapter presents the case of the Pontificia Universidad Católica de Chile in supporting the school system during the Covid-19 pandemic. It shows how supporting individual faculty initiatives as well as interinstitutional collaborations and participating in and supporting specific policies shaped a complex array of support for a highly atomized school system because of its market-driven arrangements. The case study also shows that, beyond individual initiatives, collaboration among Chilean universities was key for rapidly responding to the emerging needs of schools.
The Elementary School Journal
Although prior knowledge is an important predictor of future performance in mathematics, few stud... more Although prior knowledge is an important predictor of future performance in mathematics, few studies have analyzed which areas of the subject are most critical. Most evidence is based on small- and medium-scale studies from developed countries, with results that cannot be generalized. We explore which areas of mathematics are the most important predictors of future performance by considering the sociodemographic and academic factors of Chile. Scores from a standardized test for eighth-grade mathematics and fourth-grade language arts were analyzed for a sample of 158,818 students, together with data on different areas of fourth-grade mathematics. The results reveal that the association of future performance in mathematics with number skills is as strong as the association of future performance in mathematics with attending an elite private school, in comparison to attending a state-subsidized school. Literacy skills also proved to be an important predictor of future performance in mathematics.
Arriagada, Arturo (editor) (2016). El mundo en mi mano: la revolución de los datos móviles. Fundación País Digital y Entel: Santiago., 2016
Los datos móviles son parte de un ensamblaje complejo, aquel que se compone no solo de la informa... more Los datos móviles son parte de un ensamblaje complejo, aquel que se compone no solo de la información –que se mide en bytes—, y las tecnologías digitales que permiten su intercambio, sino también de las disposiciones que desarrollamos hacia esos datos, las tecnologías que permiten ponerlos en circulación, y las actividades que realizamos gracias a ellos. Esa es la vida social de los datos móviles, un ensamblaje de relaciones sociales y tecnológicas. Por ejemplo, no son las tecnologías digitales ni los datos móviles los que tienen a distintos ciudadanos protestando en contra de sus instituciones y gobernantes en el mundo. Es el descontento de esos ciudadanos, más una serie de tecnologías que les permiten organizarse, acceder y compartir información, las que convergen para que la gente salga a la calle a protestar. Este ejemplo lo podemos llevar a otros ámbitos de nuestras vidas. Aplica para pensar cómo los datos móviles y las tecnologías digitales se involucran en actividades tan variadas como los procesos de enseñanza y aprendizaje en colegios y universidades, en la relación entre empresas y consumidores, así como en las formas de comunicarnos con amigos y familiares. Este libro ofrece distintas maneras de comprender los ensamblajes de relaciones sociales y tecnológicas en diversos ámbitos de la vida cotidiana.
Este libro da cuenta de los cambios y continuidades a los que nos vemos enfrentados los chilenos con la incorporación de una serie de tecnologías digitales en distintos ámbitos de nuestras vidas. En el trabajo, la educación, la política y la economía; en las formas de ser familia, como consumidores, ciudadanos y animales sociales. Acá hay números e historias que explican esos cambios y continuidades. Es novedosa y sugerente la combinación de aproximaciones cuantitativas y cualitativas para entender estos fenómenos, como también el interés de la industria de telecomunicaciones por salir de los márgenes tradicionales y ponerse a disposición de las reflexiones que este libro plantea. Porque la pregunta que cruza todos los capítulos de este libro es qué ha cambiado y qué no, desde el momento en que se vendieron conexiones a Internet y teléfonos móviles a las personas a lo largo y ancho del país. Para responder esta pregunta, invitamos a una generación de investigadores y académicos jóvenes a compartir sus trabajos y reflexiones, a proponer puntos de vista e interpretaciones sobre los cambios asociados a la transformación de las comunicaciones en la era digital.