Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
28 resultados encontrados
Bank of Digital Task Sheets Autor corporativo: Council of Europe Around forty sheets of tasks anchored in real life and reflective tasks are available. The proposed tasks implement the didactic framework that promotes a socio-interactional approach and extends the usual typology of tasks with tasks anchored in real life.These tasks, carried out on online participatory sites, allow the people who carry them out to experience both authentic (inter)actions and digital citizenship.Alongside these tasks, reflective tasks invite learners to reflect on online practices and in particular on their own uses of digital technology. They are to be adapted according to the contexts of use and provide examples of the implementation of the approach defined in the Didactic Framework. Banque de fiches de tâches numériques Autor corporativo: Conseil de l'Europe Une quarantaine de fiches de tâches ancrées dans la vie réelle et de tâches réflexives sont disponibles. Les tâches proposées mettent en œuvre le cadre didactique qui promeut une approche socio-interactionnelle et étend la typologie habituelle des tâches avec des tâches ancrées dans la vie réelle.Ces tâches, réalisées sur des sites participatifs en ligne, permettent aux personnes qui les réalisent de faire l'expérience, à la fois, d'(inter)actions authentiques et de la citoyenneté numérique.A côté de ces tâches, des tâches réflexives invitent les apprenant·es à réfléchir sur les pratiques en ligne et notamment sur leurs propres usages du numérique. Elles sont à adapter en fonction des contextes d'utilisation et permettent de donner des exemples de mise en œuvre de l'approche définie dans le Cadre didactique. 
Citizens as Users of Languages and Digital Technology Año de publicación: 2021 Autor corporativo: European Centre for Modern Languages (ECML) | Council of Europe A recent meta-analysis of the literature portrays male and female citizens who are users of languages and digital technologies. This helps to understand the goals of an education aimed at developing male and female citizens capable of using digital technology in a competent, informed, safe, responsible, ethical, and critical manner. Citoyens et citoyennes usagers et usagères des langues Año de publicación: 2021 Autor corporativo: European Centre for Modern Languages (ECML) | Conseil de l'Europe Une méta-analyse de la littérature récente dresse le portrait des citoyens et citoyennes usagers et usagères de langues et du numérique. Cela permet de connaitre les objectifs d’une éducation qui vise le développement de citoyens et citoyennes capables d’utiliser le numérique d’une façon compétente, informée, sûre, responsable, éthique et critique. 
Digital Empowerment of Girls Año de publicación: 2018 Autor corporativo: Plan International Despite the accumulated efforts and commitments of the past 20 years, today’s women and girls continue to face gender-based barriers that prevent them from accessing and utilising technology and digital tools at the same level as boys and men.Girls are 5 times less likely to consider a career in tech than boys.Equality of education is essential to redress the digital gender gap – which is sadly growing – but it’s not the only method.We must make tech safe, affordable and accessible to girls – wherever they live. We must tackle the ingrained gender norms that prevent girls from seeing digital roles as accessible career paths.Rather than making assumptions about what girls want and need from technology, we must work with them to create solutions for the issues that affect them by enabling them to learn digital skills.Technology can be a powerful tool for girls’ voices to become even louder and reach even further.This briefing paper provides recommendations for closing the digital gender gap that will enable girls to participate in and contribute to our increasingly digital future.Despite the accumulated efforts and commitments of the past 20 years, today’s women and girls continue to face gender-based barriers that prevent them from accessing and utilising technology and digital tools at the same level as boys and men.Promoting girls’ digital literacy and closing the digital gender gap will play an important role in achieving gender equality and promoting the rights of girls and women worldwide.Plan International strives to build a world in which girls have the tools and the power to shape their own futures and influence decision making and policy processes at local and global levels. Technology is not a prerequisite for being a change agent or a leader, but it can be a powerful tool for girls’ voices to become even louder and reach even further. Similarly, social media can be used as a vehicle to spread inspirational stories of female leaders and connect activists and changemakers across the world.Digital technologies have a strong potential to empower girls and women economically and socially. Girls feel safer and more connected when they have a mobile phone, and they use mobile phones to save time and money and access educational opportunities. Yet girls and women are, on average, less likely than men to own a mobile phone, use mobile data, social media apps or SMS. There is also a stark gender disparity in access to the Internet, which limits the ability of girls and women to benefit from many innovations of the digital economy, such as digital payments and mobile money. The gender disparity in access to technology is compounded by a significant gender divide in terms of career and academic aspirations related to ICTs.Advancing digital equality for girlsThis briefing paper argues that promoting girls’ digital literacy and closing the digital gender gap will play an important role in achieving gender equality and promoting the rights of girls and women worldwide. Indeed, bridging the digital gender divide is essential in ensuring girls and women are not left behind in an increasingly digital future.The paper also argues that actions promoting girls’ digital empowerment should be guided by the principle of engaging girls and women as active, capable partners in our work, not merely passive recipients or targets. Rather than making assumptions about what girls want and need from technology, it is important to work together with girls to strengthen and develop their use and creation of technology and digital tools. Empoderamiento digital de las niñas Año de publicación: 2018 Autor corporativo: Plan International Este documento informativo argumenta que mediante la promoción de la alfabetización digital de las niñas y el cierre de la brecha digital de género se podrá conseguir importantes logros con respecto a la igualdad de género y la promoción de los derechos de las niñas y mujeres en todo el mundo. 
Media and Information Literacy: A Practical Guidebook for Trainers Año de publicación: 2021 Autor: Sylvia Braesel | Thorsten Karg Autor corporativo: DW Akademie Literacy is the ability to read and write. Media and information literacy (MIL) is the ability to understand how the media work and can be used to participate in public debate. MIL includes social media like Facebook, as well as traditional media like books, newspapers, radio and television.Media and information literacy - A practical guidebook for trainers provides MIL trainers with background information, training ideas, methods and worksheets. The book also provides sample training schedules to help you determine the length of time needed to teach individual aspects of media and information literacy.Download the Media and information literacy guidebook for trainers as well as the worksheets and guidelines.DW Akademie defines MIL as a composite of five core competencies:Access: The ability to find and access relevant media and information sources.Analyze: The ability to evaluate the credibility, accuracy and objectivity of media content, for example a news story.Create: The ability to create and produce media and information content, such as photos, texts, or videos.Reflect: The ability to think critically about media habits, experiences, trends, and technologies, and how they impact individuals and society.Act: The ability to use media to achieve specific goals, for example launching a social media campaign about health.Read more about DW Akademie's approach to Media and Information Literacy here. 
Disinfodemic: Deciphering COVID-19 Disinformation (Policy Brief; 1) Año de publicación: 2020 Autor: Julie Posetti | Kalina Bontcheva Autor corporativo: UNESCO The purpose of this brief is to provide a structure for understanding the COVID-19 disinfodemic and the responses to it, highlighting practices which have a bearing on the UN Sustainable Development Goals (SDGs), the right to health and the right to freedom of expression. SDG 16.10 calls for “public access to information and fundamental freedoms”. Désinfodémie: Déchiffrer la désinformation sur le COVID-19 (Note d’orientation; 1) Año de publicación: 2020 Autor: Julie Posetti | Kalina Bontcheva Autor corporativo: UNESCO Le but de cette note d’orientation est de présenter une structure pour comprendre la désinfodémie sur le COVID-19 et les réponses possibles, en mettant en évidence les pratiques liées aux Objectifs de développement durable (ODD) des Nations Unies, le droit à la santé et le droit à la liberté d’expression. L’ODD 16.10 appelle à « un accès public à l’information et aux libertés fondamentales ». Desinfodemia: Descifrando la desinformación sobre el COVID-19 (Policy Brief; 1) Año de publicación: 2020 Autor: Julie Posetti | Kalina Bontcheva Autor corporativo: UNESCO El propósito de este resumen es presentar una estructura para comprender la ‘desinfodemia’ del COVID-19 y las respuestas respectivas, resaltando las prácticas pertinentes a los Objetivos de Desarrollo Sostenible de la ONU, al derecho a la salud y al derecho a la libertad de expresión. EL ODS16.10 subraya la necesidad de “acceso público a la información y libertades fundamentales”.