Digital resources for the attention to diversity: A bibliometric and content study
DOI:
https://doi.org/10.21814/rpe.32773Keywords:
Didactic material, Technology, Teaching, Bibliometrics, InclusionAbstract
The technological revolution and diversity are two of the hallmarks of today's society. This work focused on the analysis of scientific production on digital teaching materials and attention to diversity, which was carried out through a combination of bibliometric analysis and content analysis. Following the PRISMA method, a total of 1092 articles published in the last decade and in open access were selected for quantification based on indicators of productivity, collaboration, dissemination and impact. The 100 most cited articles were the sample for the content analysis from which three categories emerged. The results show an increase in the number of studies in recent years, as well as the journals, countries and authors of reference, the existence of a high degree of collaboration and the centrality of Bronfenbrenner's work as the model that underpins the intervention. In addition, a deficit-centred model of attention to diversity is maintained, although some works appear from the perspective of inclusion and the innovation that digital resources allow. Therefore, it is necessary to continue dedicating efforts to the design, adaptation and evaluation of digital teaching materials from an inclusive approach that favours accessibility and attention to diversity, as well as to the initial and continuous training of teachers to make this possible.
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