ICT uses in education. Theoretical framework proposal for its characterization and analysis

It is clear that during the last few decades, ICT use has considerably increased in education, and it has intensified over the last year as a consequence of an online approach because of the health emergency caused by COVID-19. Nevertheless, despite of the efforts made by schools for keeping updated on the technological equipment and the multiple teacher training processes on this subject, results has not been as expected. This is demonstrated by the higher grade-failure and school drop-out. In this regard, this work aims to propose a theoretical framework to guide characterization and analysis processes on the use of ICT in education. The above, form Vygotsky’s sociocultural theory of human learning, which favors the social construction of learning, but also, from Edgar Morán’s complex thought theory, who prioritizes pertinent thought for social problem solving. And, finally, from online education psychology, where Cesar Coll and Carles Monereo stresses the importance of building working environments that promotes meaningful learning. This work aims to offer a reference framework for the case study, for implementation of improvement processes in favor of the students.

Condiciones sociales y riesgo escolar de jóvenes de educación media superior en Mexicali, Baja California

El trabajo describe las condiciones socioeconómicas familiares y aspectos educativos de jóvenes estudiantes de educación media superior. Desde un estudio cuantitativo, se aplicó un cuestionario de 52 reactivos, con el propósito de explorar aspectos de equipamiento y canasta básica; condiciones familiares, reprobación, rendimiento académico y la motivación hacia la escuela. Se caracteriza un plantel con una muestra aleatoria de 43 estudiantes de sexto semestre. Entre los resultados, se reportan los niveles de escolaridad del padre y de la madre; el 56% cuenta con computadora y el 86% con internet; el 42% trabaja y obtiene un ingreso menor al salario mínimo. Entre las conclusiones, se observó que la reprobación representa el riesgo de abandono escolar. Abstract This paper describes socioeconomic conditions in families and educational aspects of young people in high school. From a quantitative study, a questionnaire consisting of 52 test items was applied with the aim of exploring aspects of equipment and the basic food basket, family situations, grade failure, academic performance, and motivation towards school. A high school was characterized with a sample where 43 students in sixth semester were randomly sampled. Among the results obtained, 56% of students have a computer and 86% have internet; 42% work and perceive an income inferior to the established minimum wage; and a report of their mother's or father's educational level was required. Among the findings, we observed that failure to achieve a passing grade represented a risk of dropout.

Long-Term Bowel Function and Fate of the Ileal Pouch After Restorative Proctocolectomy in Patients With Crohn’s Disease: A Systematic Review With Meta-Analysis and Metaregression

Background and Aims Debate exists on whether ileal pouch anal anastomosis [IPAA] can be safely offered to patients diagnosed with Crohn’s disease [CD]. Our aim was to assess the outcome of IPAA for CD vs ulcerative colitis [UC]. Methods We used a PRISMA/MOOSE-compliant meta-analysis. Studies published between 1993 and 2018 were retrieved. Primary end points included complications. Secondary endpoints included functional outcome. The time of CD diagnosis was considered [intentional vs incidental IPAA]. Results Eleven studies comprising 6770 patients [CD = 352, UC = 6418] were included, with 44–120 months of follow-up. Pouch fistulae were more common in CD (CD vs UC; odds ratio (OR) 6.08; p = 0.0003, GRADE+++), as were strictures [OR 1.82; p = 0.02, GRADE+++] and failure [OR 5.27; p < 0.0001, GRADE++++]. Compared with UC, postoperative CD diagnosis was associated with a much higher risk of fistulae [OR 6.23; p = 0.006, GRADE+++] and failure [OR 8.53; p < 0.0001, GRADE++++] than intentional IPAA in CD [fistula: OR 4.17; p = 0.04, GRADE+++; failure: OR 2.48; p = 0.009, GRADE++++]. Age at surgery was positively associated with failure in CD [p = 0.007]. Obstruction was more common after intentional IPAA for CD. The risk of pouchitis did not differ between CD and UC [OR 1.07, p = 0.76, GRADE+++]. CD patients were at a higher risk of seepage [OR 2.27; p = 0.010, GRADE++]. Conclusions Patients with CD have 5-fold higher risk of failure, and a 2-fold risk of strictures after IPAA compared with UC. The risk is much higher if diagnosis is performed after IPAA. Function in those who retain the pouch seemed similar to that of patients with UC. CD does not increase the risk of pouchitis. IPAA could be offered to a selected population of CD patients after proper preoperative counselling. [PROSPERO registry 116811]

The Effects of Child Protective Services and Juvenile Justice System Involvement on Academic Outcomes: Gender and Racial Differences

The primary aim of this study was to examine gender and racial differences in the association between system involvement types (i.e., child protective services [CPS] only, juvenile justice system only, and dual involvement) and academic outcomes (i.e., grade failure, chronic absenteeism). This study used records from a linked database of public youth-serving institutional records within a county’s youth court, law enforcement agencies, and CPS. Multivariate logistic regression analyses were performed. The impact of systems involvement on academic outcomes was most salient among Black males, while none of the system involvement types were associated with chronic absenteeism or grade failure among White males. Findings highlight the need for the development of intervention strategies to address educational needs of youth involved in the CPS and juvenile justice systems, with a heightened attention to Black and male youth, to improve their attendance and academic performance.

CRIME EXPOSURE AND EDUCATIONAL OUTCOMES IN MEXICO

Driven by drug-related crimes, homicide levels in Mexico have dramatically increased since 2007. This study examines the effect of students’ exposure to crime on educational outcomes in Mexico. Using school-level data, a panel of the country’s elementary and secondary schools is constructed to analyse the effect of local homicides on standardised test scores and grade failure rates. The results show that a one-unit increase in the homicide rate per 10,000 inhabitants is associated with a reduction in school-level test scores between 0.0035 and 0.0142 standard deviations, this is likely being driven by effects of individual test scores and by compositional changes in the student body. Additionally, a rise in the homicide rate is also associated with an increase in the grade failure rate. It is proposed that the negative effects of crime exposure are partly due to a reduction of the number of contact hours, and students not compensating for this, by studying more outside of school. Exposure to homicides has potentially long-term consequences since it may affect educational achievement levels and future income flow. RESUMEN Debido a un aumento en el número de delitos relacionados con el crimen organizado, los niveles de homicidios en México se incrementaron drásticamente a partir de 2007. Este artículo estudia los efectos de la exposición a altos niveles de homicidios sobre los logros educativos en México. Para ello, se construye un panel de escuelas primarias y secundarias a fin de analizar los efectos de los homicidios sobre los resultados de la prueba ENLACE y la tasa de reprobación. Los resultados muestran que un aumento en una unidad en la tasa de homicidios por cada 10,000 habitantes está asociado con una reducción en los resultados de la prueba ENLACE entre 0.0035 y 0.0042 desviaciones estándar, donde estos hallazgos son producto del efecto negativo sobre los resultados de la prueba y del cambio en la composición estudiantil dentro de las escuelas. Asimismo, incrementos en los niveles de homicidios también están asociados con un aumento en la tasa de reprobación. Los efectos negativos generados por los homicidios son, en parte, producto de una reducción en el número de horas que los alumnos asisten a la escuela.

Low Socioeconomic Status, Not Silent Cerebral Infarcts, Is Associated with Grade Failure in Children with Sickle Cell Anemia.

Background: Among students with sickle cell anemia (SCA), cerebral infarcts are an established risk factor for poor cognition and academic achievement. We tested the hypothesis that in children with SCA, lower socioeconomic status (SES) is associated with grade failure. Methods: We evaluated the association between the SES as measured by annual income per person in household per year, age of student, gender, medical history and grade failure in children with SCA in 24 sites participating in the Silent Cerebral Infarct Multi-Center Clinical Trial. Results: A total of 404 students were evaluable. The mean age was 9.2 years (range 6–13), 37% had a silent infarct, 15% failed a grade, and 18% had an Individualized Education Plan. SES was divided in tertiles based on annual income/person in the household/year < $5000, $5000–$9999, > $10,000. After adjustment for covariates, the risk of grade failure was 1.4 (95% CI 1.2, 1.6) for each increasing year of age, and 1.9 (95% CI 1.03, 3.5) for male gender. Children from households of the lowest tertile were 4 times more likely to fail a grade than children from the top tertile. A silent cerebral infarct was not associated with grade failure 1.4 (95% CI 0.8, 2.6). No student with a history of grade failure was hospitalized > 3 times per year over the past three years. Conclusion: Among students with SCA, poverty is the greatest risk factor for grade failure; whereas the presence of silent cerebral infarct is not. Targeted strategies to improve educational attainment in students with SCA are needed.

School Functioning of US Children With Asthma

Data from the 1988 US National Health Interview Survey on Child Health, a nationally representative cross-sectional survey, were used to determine national estimates of school outcomes (grade failure, learning disabilities, and suspension/expulsion) and mean number of absences for children with asthma (CWA) compared to well children without current health conditions. Families indicated that 536 (4.9%) of the 10 362 survey children in grades 1 through 12 had had asthma in the previous 12 months. Families reported 18% of CWA vs 15% of well children had grade failure, 9% of CWA vs 5% of well children had learning disabilities, and 5% of CWA vs 6% of well children had been expelled or suspended. Children with asthma averaged 7.6 school days absent compared with 2.5 days for the well group. Multiple logistic regression was used to compare the odds of grade failure, learning disabilities, and suspension/expulsion among CWA and well children, overall and stratified by income. Similar methods were used to assess the role of health status among asthmatic children. After adjustment for demographic factors, CWA had similar risks of grade failure and suspension/expulsion, but 1.7 times the risk of learning disability compared with well children. Also, among families with incomes below $20 000, CWA had twice the odds of grade failure compared with well children. For asthmatic children, reported health status was an important predictor of learning disability. Ten percent of CWA were reported to be in fair-poor health. After adjustment for demographic factors, those in fair-poor health were twice as likely to have a reported learning disability compared with those in good-excellent health. These national data suggest a modestly increased risk of academic problems among children with asthma compared with well children.