| dc.description.abstract | With the massive assimilation of new digital platforms in the educational world, in which several users can generate content simultaneously, collaborate by integrating different sources and consume this information according to their own preferences and needs, knowing how to control and choose the appropriate channels for their learning processes has become increasingly relevant Answering to the call of various experts to teach about the use of technologies at home and school for educational purposes, this research aims to: 1) Identify the impact of parental and school mediation on academic performance, 2) Observe the relationship between study tools and school performance, and 3) Explain the reasons behind the results obtained. For this purpose, a mixed-methods research was carried out, applying a questionnaire to more than 7000 Chilean students aged 12 to 18 years, and interviews with 14 specialists in the field of education. The study yielded three main results: firstly, it showed that parental mediation at home has a much greater impact -on the use of technologies and academic performance- than mediation carried out in schools. Secondly, it was observed that students who use YouTube as a study tool have a lower school performance than students who use their notebook notes. Thirdly, we identified difficulties and challenges in the implementation of ICT in the classroom. Thus, this work acquires special relevance by contributing to how to influence the practices of ICT use in an educational system that has had to adapt to the online modality. | |
