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003			ES-MaONT
005			20211216154801.0
008			210601s2021 fr a|||fry 0| u|eng u
024			_d.
040			_aES-MaONT
100	1		_95054 _aFacerand, Keri
245	1	0	_aDigital technology and the futures of education – towards ‘non-stupid’ optimism _b: Background paper for the Futures of Education initiative _c/ by Keri Facerand and Neil Selwyn ; Paper commissioned for theUNESCO Futures of Education report
260			_aParis _b: United Nations Educational, Scientific and Cultural Organization, Education Sector _c, April 2021
300			_a19 p. _b: il. _c; 1 documento PDF
336			_atexto (visual) _2isbdcontent
337			_aelectrónico _2isbdmedia
338			_arecurso en línea _2rdacarrier
504			_aBibliografía: p. 17-19
520			_aThis paper develops a constructively critical perspective on the application of digital technologies in education –what is sometimes referred to as ‘educational technology’ and ‘edtech’, which encompasses the use of digital technologies to support teaching, learning and educational work. In particular, we reflect on what can be taken from the past 40 years of initiatives, interventions and policies that have aimed to mobilise digital technologies to change the day-to-day practices of education for students and teachers. This history (alongside recent experiences of pandemic remote schooling) points to the limitations of technology to transform long-standing patterns of educational opportunities and outcomes.
650		4	_aEducación digital _2 _92058
653			_aeducación
653			_aenseñanza
653			_aestudiantes
653			_aprofesores
653			_atecnologías digitales
653			_aTransformación digital
700	1		_95055 _aSelwyn, Neil
710	2		_aUnesco‏ _91427
856	4	1	_uhttps://unesdoc.unesco.org/ark:/48223/pf0000377071?posInSet=5&queryId=05933c4f-e86d-4f9e-a996-6cf20bfc02d5 _x0 _yAcceso al documento _qpdf
942			_cINF _2udc
999			_c6561 _d6561