Transformación Digital en la Educación Inclusiva: Un Enfoque desde el Diseño Universal para el Aprendizaje
DOI:
https://doi.org/10.5281/zenodo.15230010Palabras clave:
Educación inclusiva, Diseño Universal para el Aprendizaje (DUA), Tecnología educativa, Accesibilidad digital, Inclusión educativaResumen
Este libro ofrece un análisis exhaustivo sobre la implementación de la transformación digital en la educación inclusiva, abordando el Diseño Universal para el Aprendizaje (DUA) como marco metodológico clave para garantizar el acceso equitativo al conocimiento. A lo largo de cinco capítulos, se exploran conceptos fundamentales como el uso de Tecnologías de la Información y Comunicación (TIC), accesibilidad digital, estrategias inclusivas, formación docente en competencias digitales e innovación en la enseñanza mediante inteligencia artificial y realidad aumentada.
Se presentan casos de estudio, herramientas digitales accesibles y metodologías innovadoras para mejorar la educación de estudiantes con diversas necesidades, contribuyendo al desarrollo de entornos de aprendizaje más adaptativos y flexibles. Dirigido a docentes, investigadores, administradores educativos y formuladores de políticas, este libro constituye un recurso esencial para comprender y aplicar la digitalización en la educación inclusiva.
Descargas
Referencias
Alba Pastor, C. (2016). Diseño Universal para el Aprendizaje: Educación para todos y prácticas de Enseñanza Inclusivas. Ediciones Morata.
Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2018). Augmented Reality Trends in Education: A Systematic Review of Research and Applications. Educational Technology & Society, 21(2), 75-88.
Bellamy, R. K. E., Dey, K., Hind, M., Hoffman, S. C., Houde, S., Kannan, K., & Varshney, K. R. (2019). AI Fairness 360: An Extensible Toolkit for Detecting and Mitigating Algorithmic Bias. IBM Journal of Research and Development, 63(4/5), 1-15.
Buckingham Shum, S., & Ferguson, R. (2012). Social Learning Analytics. Educational Technology & Society, 15(3), 3-26.
Dünser, A., Walker, L., Horner, H., & Bentall, D. (2012). Creating Interactive and Immersive Learning Environments Using Augmented Reality: The Educational Potential and Future Directions. Journal of Educational Technology & Society, 15(1), 38-51.
European Commission. (2018). DigCompEdu: The Digital Competence Framework for Educators. Publications Office of the European Union. https://joint-research-centre.ec.europa.eu/digcompedu-digital-competence-framework-educators_en
García, E., & Weiss, E. (2019). The Teacher Shortage Is Real, Large and Growing, and Worse Than We Thought. Economic Policy Institute. https://www.epi.org/publication/the-teacher-shortage-is-real-large-and-growing-and-worse-than-we-thought/
Gros, B. (2020). Educación y tecnología: Aprender en la sociedad digital. Ediciones Morata.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.
ISTE. (2019). ISTE Standards for Educators. International Society for Technology in Education. https://www.iste.org/standards/iste-standards-for-educators
Kay, J., & Kummerfeld, B. (2019). From Data to Personalised Learning Analytics for Students. Educational Technology & Society, 22(3), 37-49.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An Argument for AI in Education. Pearson.
Mayer, R. E. (2020). Multimedia Learning (3rd ed.). Cambridge University Press.
Ministerio de Educación de Finlandia. (2021). Accessible Learning Environments Initiative. Helsinki, Finlandia.
OECD. (2021). AI and the Future of Skills: Assessing and Anticipating AI’s Impact on Work. OECD Publishing. https://www.oecd.org/employment/ai-and-the-future-of-skills.htm
Palaguachi-Tenecela, M. C., García-Herrera, D. G., Ochoa-Encalada, S. C., & Erazo-Álvarez, J. C. (2020). Diseño Universal para el Aprendizaje (DUA) como estrategia pedagógica en educación inicial. Revista Koinonía, 5(1), 72-83.
Pan, X. (2020). Artificial Intelligence in Education: A Review. Educational Technology & Society, 23(2), 60-74.
Popenici, S. A., & Kerr, S. (2017). Exploring the Impact of Artificial Intelligence on Teaching and Learning in Higher Education. Research and Practice in Technology Enhanced Learning, 12(1), 1-13.
Redecker, C., & Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union.
Rose, D., Meyer, A., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
Russell, S., & Norvig, P. (2020). Artificial Intelligence: A Modern Approach (4th ed.). Pearson.
Selwyn, N. (2019). Should Robots Replace Teachers? AI and the Future of Education. Polity Press.
Smith, R., & Greer, J. (2020). AI and Accessibility in Education: Breaking Barriers for Learners with Disabilities. Educational Technology Research and Development, 68(3), 451-467.
Stanford VR Lab. (2022). Virtual Science Learning Environments Initiative. Stanford University. https://vhil.stanford.edu/
UNESCO. (2019). Marco de Competencias de los Docentes en Materia de TIC. París, Francia. https://unesdoc.unesco.org/ark:/48223/pf0000371024
UNESCO. (2021). Reimagining Our Futures Together: A New Social Contract for Education. París, Francia. https://unesdoc.unesco.org/ark:/48223/pf0000379707
UNESCO. (2022). Artificial Intelligence and Education: Guidance for Policy-Makers. París, Francia. https://unesdoc.unesco.org/ark:/48223/pf0000366994
Wang, Y., & Ng, W. (2020). Exploring the Use of Augmented Reality to Support STEM Learning in Primary Education. International Journal of STEM Education, 7(1), 21-39.
Weller, M. (2020). The Digital Scholar: How Technology is Transforming Scholarly Practice (2nd ed.). Bloomsbury Academic.
World Economic Forum. (2021). Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution. Geneva, Switzerland. https://www.weforum.org/reports/schools-of-the-future-defining-new-models-of-education-for-the-fourth-industrial-revolution
