Suchergebnisse

The socio-cultural context shapes learning and development. Thus, schools cannot ignore neither the transformations shaping their surrounding societies, but be an active part of them, nor what those transformations mean for school learning. In this regard, technology has changed the way we think and learn, and learning has been shown to be deeply linked to the community of which we are part. However, benefits of involving the community in the ICT use in schools are barely explored in the literature; this article is aimed to shed some light on that aspect. We draw from a successful case, the Ariño school, and based on the dialogic learning theoretical framework, different strategies that promote a dialogic use of ICT are presented: community involvement in self-sufficient classrooms, community involvement outside the school settings, and community digital literacy. This analysis leads to the proposal of a community-based and dialogic approach to technology in schools. ; peer-reviewed

Recently, the need to contribute to the evaluation of the scientific, social, and political impact of Social Sciences and Humanities (SSH) research has become a demand of policy makers and society. The international scientific community has made significant advances that have transformed the impact of evaluation landscape. This article reviews the existing scientific knowledge on evaluation tools and techniques that are applied to assess the scientific impact of SSH research; the changing structure of social and political impacts of SSH research is investigated based on an overarching research question: to what extent do scholars attempt to apply methods, instruments, and approaches that take into account the distinctive features of SSH? The review also includes examples of European Union (EU) projects that demonstrate these impacts. This article culminates in a discussion of the development of the assessment of different impacts and identifies limitations, and areas and topics to explore in the future.