This study analyses self-presentation practices and profiles among Spanish teenagers on Instagram and TikTok. Both of these online spaces prioritise and promote visual publications, are structured to allow feedback on self-presentation, and offer the user filters both to control self-image and to target specific audiences. Three research questions guided the methodological process for the twofold analysis of self-presentation practices on social networks: an exploratory factor analysis to identify latent factors among these practices; and a descriptive analysis of the profiles identified by gender and age. Results indicate that adolescents’ self-presentation practices were related to three different factors: social validation; authenticity; and image control. One of the most outstanding results is that self-presentation practices could be less guided by social feedback, since the number of followers or likes was irrelevant for most adolescents, and that adolescents increasingly tend to be guided by innovative predispositions of truthfulness. In turn, conclusions suggest that teens need to be equipped with suitable self-representation practices for safe and sustainable identity narratives on social networks, since the global COVID-19 pandemic has exponentially increased both the usage and the time spent on social networking sites, enlarging the availability of spaces for adolescents to express themselves and build their identities through different self-representation practices.

New democratic participation forms and collaborative productions of diverse audiences have emerged as a result of digital innovations in the online access to and consumption of news. The aim of this paper is to propose a conceptual framework based on the possibilities of Web 2.0. Outlining the construction of a “social logic”, which combines computer and communicative logics, the conceptual framework is theoretically built to explore the evolution of news consumption from a pure circulation of designed products towards a global conversation of proactive news designers. Then, the framework was tested using an empirical database built by the Pew Research Centre, which investigates the future of the news industry, through a large-scale survey with adults. Results show significant differences (by age, gender and educational level) in the forms of participation, access and consumption of news. However, whilst immersed in the culture of Web 2.0 there is a low-level of user participation in news production; far from being proactive news designers, findings suggest that citizens are still located in the lower participatory levels of our conceptual framework. Conclusions suggest there is a need for media education providers to carry out training initiatives according to the social logic possibilities through proposed guidelines. Nuevas formas de participación democrática y producciones colaborativas de audiencias diversas han surgido como resultado de las innovaciones digitales en el acceso y consumo de noticias. El objetivo de este estudio es proponer un marco conceptual basado en las posibilidades de la Web 2.0. Describiendo la construcción de una «lógica social», que se combina con las lógicas comunicativa y computacional, se construye el marco teórico para explorar la evolución en el consumo de noticias desde una mera circulación de productos diseñados, hacia una conversación global de diseñadores proactivos de noticias. Este marco teórico se ha testeado a través de una base de datos empírica del Instituto de investigación PEW, que mediante una encuesta con adultos a gran escala permite analizar el futuro de la industria de las noticias. Los resultados muestran diferencias significativas (por edad, sexo y nivel educativo) en las formas de participación, acceso y consumo de noticias. Aunque existe una cultura Web 2.0, hay un bajo nivel de participación de usuarios en la producción de noticias; lejos de ser diseñadores proactivos de noticias, los hallazgos sugieren que la mayoría de ciudadanos se sitúan en los niveles de participación más bajos del marco conceptual propuesto. Se concluye sugiriendo la necesidad de que los responsables de la educación en medios desarrollen iniciativas formativas acordes a las posibilidades de la lógica social a través de la propuesta de pautas.

Identifying the digital identity of older adults entails an essential step for their effective digital inclusion grounded in a holistic and sustainable human development in hyperconnected societies. This paper proposes a theoretical framework with three levels of digital identity based on motives and practices: location, action, and significance. This framework was used for designing an ad-hoc scale, tested with a sample of senior learners (n = 659) aged 55 and over involved in active aging programs in Adult Education in Spain. Participants filled out a five-point 20-item Likert scale measuring their agreement with the digital identity factors, along with two complementary scales evaluating their internet uses and motivations, as well as other items on living arrangements and perceived social support. Exploratory and confirmatory analyses showed a factorial structure with three levels of digital identity for older adults. The results revealed that active older adults with diverse motives for using the internet and variety in digital practices recorded a higher digital identity level, as did those who felt more isolated or with less social support. As a conclusion, the educational implications according to instrumental, social, and motivational variables are key for the progressive construction of a digital identity in older adults and for their digital inclusion.

The paper addresses the lack of interest that Secondary Education students display towards the academic disciplines of Science, Technology, Engineering and Mathematics (STEM). From the pedagogical standpoint, the origin of this problem may lie largely in the way these subjects have predominantly been taught, i.e. using expository strategies. The aim of this paper is twofold: first, to examine the retrospective perception that preservice teachers recall about the methodologies used for teaching STEM disciplines, coupled with analysis of the value these teachers give to a number of innovative activities used to encourage interest among their future students. A second objective was to compare those perceptions with a sample of high school students’ assessment of the actual activities their teachers used in STEM disciplines. Our results revealed the predominance of traditional teaching activities in both teachers and students, although the perception of this is slightly lower among students. Practical and applied activities in laboratories and first-hand knowledge of technoscientific work were perceived as the most interesting activities, although teachers used these less frequently than other activities. Conclusions are aligned with the achievement of a range of varied and innovate learning opportunities seeking a more engaging way of teaching STEM.

Introducción: Las competencias digitales son referentes para la formación de los adolescentes ante los nuevos procesos de digitalización, en especial el uso de redes sociales donde consumen y producen información personal a través de diferentes prácticas de autorrepresentación digital. Estas prácticas y los riesgos que suponen para la privacidad de los menores son descritas en este trabajo a partir de la revisión de estudios recientes en torno al tema y de los datos de una muestra de adolescentes españoles (n=2066) de entre 12 y 18 años. Metodología: La metodología ha sido cuantitativa empleando un cuestionario de escala tipo Likert que cumple con criterios de validación de expertos y la fiabilidad, respondido de forma anónima por los menores. Resultados: Entre los resultados destacan prácticas similares en tres de las redes sociales más usadas por los adolescentes (WhatsApp, Instagram y Spotify), asociadas al uso de fotos, nombre y ubicación real, así como al no filtrado de contactos, siendo conscientes los menores de que compartir información personal supone riesgos para su privacidad y habiendo recibido formación al respecto. Discusión y Conclusiones: Finalmente, se concluye que la formación en conductas protectoras debe integrarse en las competencias digitales básicas, para que los menores aprendan a interaccionar de forma segura en las redes sociales, con responsabilidad y cuidando su privacidad y autorrepresentación digital.

Growing development of advanced technologies demands, continuously, designing new educational strategies and instructional mechanisms to improve teaching and learning processes. Attempting to provide a new perspective to consider, we present the results of a recent research in which we investigated around the spatial character of technologies, which are integrated in virtual learning environments.Nowadays, Internet enables social interactions and, therefore, personal development by presenting different orders of space. There is a significant dimension generated under the interrelationship between the subject and the virtual learning space, mainly based on spatial variables. This complex relationship it is manifested throughout perceptual, emotional and socio-cognitive aspects evidenced by individuals when they are interacting with those virtual environments.After exposing a group of university students from an Educational Technology Master's degree to the interaction with different spaces (chat, forum, social environment and e-learning platform), we have analyzed their perceptions.Results evidenced that using and transforming virtual spaces involves converting technologies into new spaces of socialization. We noticed a number of characteristics of these spaces that generate a sense of place, and they are principally based on sociability matters; which should be taken into account when designing a virtual training space.Thus, we shall change to see the virtual spaces like a mere technological artefacts, to see them as contexts or environments of coexistence, interaction, as well a guide for personality development and construction of identities; spaces where the act of learning is part and product of the context and the social activity