YouTube is the favourite entertainment platform for teens and pre-teens. It is configured as a space for interaction and collaboration that coordinates collective creativity as a generator of meaning. Because of this, nowadays the platform constitutes an enabling environment for subjectivation. Women and men participate by sharing or consuming videos, although the visibility and experiences are different for each gender. The aim of this study is to analyse the presence of women in the new spaces of participation, both from the perspective of producers and consumers of content. An analysis based on Web Scraping of the Instagram profiles of the 50 most successful Youtubers in Spain was carried out. The data obtained was analysed with the statistical software R. The results show a low representation of women among the channels with the highest number of views and subscribers. In addition, there is a lower presence of a female audience. Both roles, women as content creators and as consumers, are mostly associated with stereotypically feminine content such as beauty, drawmylife and fitness sports. The study shows that YouTube, the platform representing the new online participation spaces, reproduces the gender power structures of traditional media. An analytical approach to media education is needed to fight against sexist representations, stereotypes and under-representation of women in public spaces.

There is a current call for more teacher training in digital competence and the necessary change in the learning processes this entails. Therefore, we present an experience where we employ Project-Based Learning (PBL) as a didactic tool to the digital competence of foster preservice teachers from the undergraduate degree in Early Childhood Education at the University of Santiago de Compostela. Our proposal followed a PBL program where students had to ideate and implement —collaboratively— a teaching project using digital technologies extensively. After completion, preservice teachers involved filled out an anonymous and voluntary questionnaire in order to assess the impact of the experience in their digital competence. In-service senior teachers involved were also interviewed. Results show that preservice teachers in their role as students were highly satisfied with the PBL training experience, especially as regard the possibility to implement their own projects in their visits to the school. Participants self-reported their digital competence improved. Our study underscores how important active learning methodologies in preservice teacher training are, and how relevant collaboration between schools and universities is.

El creciente interés por implementar la educación maker ha puesto de relieve que los textiles electrónicos (e-textiles) ofrecen numerosas posibilidades en el ámbito educativo. El artículo se basa en la metodología de revisión sistemática con el objetivo de caracterizar la producción científica relacionada con el uso educativo de los e-textiles en educación primaria1 como elemento de acción en actividades que buscan despertar diversos conocimientos, habilidades y destrezas en el aprendizaje competencial de Ciencia, Tecnología, Ingeniería, Arte y Matemáticas (STEAM). La revisión se realiza entre los años 2006 al 2021 siguiendo los estándares PRISMA. Se consultaron cuatro bases de datos de reconocido prestigio internacional (Scopus, ERIC, WoS y ACM), encontrando, tras el cribado, 483 artículos, de los cuales se seleccionaron los 35 que cumplían con los criterios de elegibilidad establecidos. Los resultados y discusión arrojan que la mayoría de los estudios se desarrollan en la educación no formal, siendo el kit LilyPad la herramienta de uso predominante. Se evidencian datos de la eficacia del uso de e-textiles para el aprendizaje de computación, circuitos, el pensamiento computacional. Existen numerosos estudios que determinan que los e-textiles promueven el fomento de la equidad y el aprendizaje competencial STEAM, siendo un campo dominado por la autoría femenina. Nuestro estudio concluye que el uso de los e-textiles en actividades educativas para estudiantes de 6 a 13 años, promueve habilidades en todas las áreas STEAM, en contextos formales y no formales, utilizando metodologías que fomentan la participación entre el alumnado y el aprendizaje competencial.

This article seeks to investigate from a gender perspective the synergies and divergences between the digital knowledge, skills, attitudes and practices of girls and boys in 6th grade of Primary School. To this end, the study design is an exploratory sequential mixed method divided into two phases: an initial multiple case study from an ethnographic perspective, followed by a phase in which a sample of 588 schoolchildren in Galicia took the ECODIES digital competence assessment test. The results reveal substantial gender differences and that the mother's socio-cultural capital is fundamental to the acquisition of digital competence for the student.

Este artículo presenta los resultados de una investigación centrada en conocer el grado de desarrollo de la competencia digital de niñas y niños de 11 y 12 años de la Comunidad Autónoma de Galicia. El foco se pone en el desarrollo de la identidad digital y la gestión de la privacidad, cuestiones de seguridad digital en el marco de referencia DigComp. Se presenta un estudio mixto que combina seis estudios de casos y la administración de una prueba de evaluación de la competencia digital (ECODIES) en la que participan, atendiendo a las variables de género y dimensión seguridad, 486 escolares. Los resultados apuntan a una discordancia entre las buenas actitudes y alta concienciación en el uso seguro de la tecnología, especialmente por parte de las niñas, y las prácticas reales en la red, mediadas por los discursos de alarma social que afectan a las formas de participación de uno y otro género, This article presents the results of an investigation focused on knowing the degree of development of the digital competence of girls and boys aged 11 and 12 in the Autonomous Community of Galicia (Spain). The focus is on the development of digital identity and privacy management, digital security issues in the DigComp framework. We present a mixed study that combines six case studies and the administration of a digital competence assessment test (ECODIES) that included participation, according to the gender and security dimension variables, of 486 schoolchildren. The results reveal a disagreement between good attitudes and high awareness in the safe use of technology, especially by girls, and real practices on the web, mediated by social alarm discourses that affect the forms of participation of both genders.

Rural schools have been studied throughout their history. However, the presence of the students' perspective in these schools has not been a preferred topic. The aim of this research is to listen to and make visible the opinions and feelings of the students enrolled in the grouped rural schools (CRA) in the province of Ourense (Spain). The methodology used is participatory in nature and is designed to achieve the collaboration, involvement, recognition, and acceptance of the participants. In the process developed, a first stage of awareness-raising and a second stage of negotiation and joint decision-making can be distinguished. At the same time, interpersonal and intrapersonal reflection are combined. Child-friendly data collection strategies are used: 6 multi-level assemblies (143 minutes of audio recordings), photovoice (303 textualised photographs) and drawing conversation (101 narrated drawings). Six schools participated, with a total of 101 school children enrolled in pre-school and primary education. The data analysis process was carried out with the ATLAS.ti 22 software. The results obtained show that the pupils' voice focuses mainly on five visions centered on the material, academic, contextual, emotional, and relational aspects. In addition, play stands out as a transversal axis that saturates all the categories. The conclusions show the importance of taking into account the voice of the pupils, as it allows the participation of all pupils with a diversity of competences, skills and expressive styles.