Browsing by Autor "Isabel Pavez"

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Adopción Forzada de Tecnología en Personas Mayores. Una revisión Exploratoria de la Literatura
(Hipatia Press, 2024) Fernanda Cerda; Cristián Mires Barrueto; Isabel Pavez
En el tan estudiado contexto de la pandemia de COVID-19, las TIC fueron de especial interés respecto de su adopción en poblaciones vulnerables, entre ellas, las personas mayores. Sin embargo, las circunstancias de apropiación tecnológicas fueron complejas con usuarios que sin acceso o habilidades digitales fueron forzados a migrar a lo online para desarrollar sus actividades cotidianas. Es por ello que el presente artículo desarrolla una revisión sistemática de alcance en revistas indexadas de habla inglesa y española entre los años 2020 y 2022, para identificar la literatura que aborda el concepto de adopción forzada en términos de volumen, naturaleza y características e identificar los posibles vacíos teóricos. Utilizando el modelo propuesto por Arksey y O´Malley (2005), se identificaron 117 artículos en cinco bases de datos, de los cuales solo siete cumplieron con los criterios de inclusión y fueron seleccionados para su análisis. Los resultados muestran que la utilización del concepto de adopción forzada de tecnología aplicado en personas mayores sigue siendo escasa y que se presenta la oportunidad de abordarlo desde la resistencia producida por este tipo de adopción y la necesidad de desarrollar políticas públicas que naturalicen el acceso y uso de TIC en contextos de crisis y catástrofes para no dejar aislados a un grupo vulnerable de la población.
Infancias conectadas: el reto de los móviles y pantallas omnipresentes [Editorial]
(University of Alicante, 2025) Beatriz Feijóo; Erika Fernández-Gómez; Isabel Pavez; Cristina Ponte
La presencia de las pantallas en la vida diaria de niños, niñas y adolescentes es un tema recurrente que ha sido abordado desde distintas disciplinas. Es así que las prácticas de acceso y uso a dispositivos móviles han sido estudiadas en tanto su influencia en el desarrollo cognitivo (Putnick et al., 2023; Yang et al., 2024), el rendimiento escolar (Lin et al., 2021; Przepiorka et al., 2021), y dinámicas de mediación parental (Brauchli et al., 2024; Konok, Bunford & Miklósi, 2020) entre otras. Sin embargo, la movilidad de los dispositivos y constante conectividad (Vorderer & Klimmt, 2020) complejiza este fenómeno invitando a verlo desde múltiples miradas. Es por ello que el presente monográfico es una respuesta a esta necesidad y tiene por objetivo reflexionar, bajo un enfoque multidisciplinar, sobre las tendencias y retos que implica la presencia del teléfono móvil en la vida de los y las menores. Es así que los trabajos que componen este volumen mueven las fronteras al abordar temáticas emergentes como las relaciones de dependencia con los dispositivos, nuevos agentes socializadores como es el caso de los influencers, e incluso aspectos éticos en tanto la protección de derechos de la infancia que a la fecha no han sido abordados. Otra de las riquezas de estos trabajos es la variedad de países en la que se basa la evidencia presentada, dando espacio a trabajos empíricos en distintos contextos sociales y culturales, lo que también avanza el debate. Editorial
Life Histories of Indigenous STEM Graduate Students from Chile: A Culturally Coexistent Learning Approach of Academic and Ethnic Identities
(Taylor & Francis, 2025) Marta Silva; Isabel Pavez
One Laptop per Child: a case study of digital inclusion in rural Chile
(Taylor & Francis, 2025) Isabel Pavez; Catalina Farías
Teachers' situated knowledge: Addressing digital exclusion in rural contexts
(University of Barcelona, 2024) Isabel Pavez; Ángela Novoa-Echaurren; Antonio Salinas-Layana
This study delves into the intricate challenges surrounding incorporating information and communication technologies (ICTs) in education, particularly in regions characterized by digital exclusion, such as rural areas. By recognizing the potential of ICTs to support and expand student learning opportunities, this research explores the necessity for effective implementation through tailored professional development aligned with teachers' contextual conditions and needs. In addressing these challenges, the study explores the concept of technological appropriation, underscoring the significance of individual and contextual elements in adapting ICTs to users' specific needs and environments. Through unstructured face-to-face interviews with 21 teachers immersed in a digitally vulnerable rural context, this research unveils insights into how educators’ appropriate technologies to enhance student learning. The findings of this study contribute to the development of educational practices tailored to rural contexts, focusing on providing a meaningful and effective learning experience for students. By shedding light on teachers' strategies for navigating the digital landscape in challenging environments, the research aims to inform policies and practices that bridge the technological gap, ultimately fostering equitable access and enhanced educational outcomes in rural settings.
Technology Use and Psychopathology among Early Adolescents in a Rural Context in Chile
(2024) Jorge Gaete; Marcelo A. Crockett; Isabel Pavez
<title>Abstract</title> <bold>Background:</bold> The association between technology and mental health problems among adolescents has been widely studied. However, little is known about this relationship in rural contexts, characterized by poverty, isolation, and low-income family environments. The objective of this study is to examine the relationship between experiences of online risks, dependence, cyberbullying, and parental mediation with mental health outcomes among students in grades 5 to 8 living in rural areas in Chile. <bold>Methods:</bold> This cross-sectional study was conducted in a rural locality in the Metropolitan Region of Chile. Two hundred nineteen adolescents attending grades 5 to 8 from three state schools consented to participate. The participants answered questions regarding online risk experiences, cyberbullying, sleep routine, parental mediation, and the Strengths and Difficulties Questionnaire (SDQ) to assess mental health problems. For this purpose, SDQ subscales were used as dependent variables, and technology use variables, cyberbullying, sleep deprivation, and parental mediation were independent variables. Multiple regression models were conducted, using gender and age as control variables. <bold>Results:</bold> We found that exposure to online risk experiences was common, reaching up to 56.7% (“Have played online with strangers”). Victimization of cyberbullying was 22.4%, and 1 in three students reported sleeping less than 8 hours at night. Emotional and hyperactivity/inattention problems were the most prevalent psychological problems in this population. Unsolicited violent content was associated with peer problems; victimization was associated with higher emotional problems and better prosocial behavior. Perpetration was associated with a higher prevalence of conduct problems and lower prosocial behavior. Not having time to do other activities because of the technology use was associated with emotional and hyperactivity/inattention problems. Sleep deprivation was associated with emotional and conduct problems, and active parental mediation was associated with a reduction in peer problems. <bold>Conclusions:</bold> This is the first study in Chile exploring the association between technology use and psychopathology among early adolescents in a rural context. Our results accentuate the need for continuous research efforts and targeted interventions that aim to support healthy technology use and proactively address the risk of adverse mental health outcomes within this vulnerable population.