[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601264-105":59,"doc-detail-601264-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","primary-educational-strategies-in-times-of-digital-curriculum-content","Primary Educational Strategies in Times of Digital Curriculum Content","","The paper examines teaching strategies used in the fifth and sixth years of primary education as curricular content becomes increasingly digital. It is grounded in a two-year ethnographic case study, using document and website analysis, semi-structured interviews with multiple participants, and direct classroom observation. Results indicate digital technologies can support inclusion, enhance collaborative work, promote attention to diversity, and improve accessibility by reducing the digital gap through schools’ access to resources.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/primary-educational-strategies-in-times-of-digital-curriculum-content/601264/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/primary-educational-strategies-in-times-of-digital-curriculum-content/601264.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the research project discussed in the paper?","Question",{"text":112,"@type":113},"The paper focuses on teaching strategies in primary education as curricular content is digitised, analysing how teachers of fifth and sixth year respond to this change.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and what data were collected?",{"text":117,"@type":113},"The research followed an ethnographic methodology over two years, using analysis of the centre’s documents and website, semi-structured interviews with different participants, and direct observation of classrooms.",{"name":119,"@type":110,"acceptedAnswer":120},"What benefits does the paper associate with digital technologies in schools?",{"text":121,"@type":113},"Digital materials are linked to improved inclusion and attention to diversity, enhancing collaborative and cooperative work and improving accessibility by helping overcome the digital gap.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601264,1792209521,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Primary educational strategies in times digital curriculum content  \nPrimary educational strategies in times of digital curriculum  \ncontent  \nIsabel María Gallardo-Fernández  \n[Isabel.Gallardo@uv.es](Isabel.Gallardo@uv.es)  \nUniversitat de Valencia, Spain  \nLaura Monsalve Lorente  \n[laura.monsalve@uv.es](laura.monsalve@uv.es)  \nUniversitat de Valencia, Spain  \nMiriam Elizabeth Aguasanta-Regalado  \n[mieare@alumni.uv.es](mieare@alumni.uv.es)  \nUniversitat de Valencia, Spain  \nAbstract  \nOur contribution is based on the most noteworthy results of a research project focusing on teaching strategies at a time when the contents of the primary education curriculum are becoming digital. The expansion of the digital content industry is forcing a paradigm shift. In this paper we analyse the strategies implemented by teachers of the fifth and sixth year of primary school in relation with the digitisation of curricular content. With this aim, we planned our research following ethnographic methodology, analysing a period of two years of a case study. The main data collection tools we used are the analysis of the centre’s documents and website, semi-structured interviews with different participants, and direct observation of fifth and sixth year primary education classrooms. We can infer from the analysis that technology facilitates processes of inclusion in the centre, enhancing collaborative and cooperative work. Furthermore, the use of digital devices promotes attention to diversity. The implementation of digital technologies in schools implies redefining teaching practices and teaching-learning processes.  \nThe results show that the addition of digital materials is a step forward in the centre’s attention to diversity, improving accessibility and overcoming the digital gap thanks to schools’ access to technological resources.  \nKeywords:  \nPrimary education, ICT, Educational strategies, Curriculum, Inclusive education  \nI. Gallardo-Fernández, L. Monsalve Lorente & M. Aguasanta-Regalado  \nDigital Education Review-Number 40, December 2021 66  \nI. Introduction: towards a paradigm shift in education  \nThis paper is framed within the research carried out for the project Analysis of teaching strategies on the digitisation of the pre-primary and primary education curriculum (GV/ 2018/074), a project launched in Resolution 2, of November 2017, of Conselleria de Educación, Investigación, Cultura y Deporte, for the promotion of scientific research, technological development, and innovation in the Valencian Community (Spain) .  \nTo delve on the state of the art of the subject matter, we performed a search in different databases and journal publications, as well as other contributions related to primary-school teaching strategies in relation with the digitisation of curricular content and the use of technological resources in educational centres. The search aimed at collecting information on the reality of Information and Communication Technologies (ICTs) in current educational contexts, in relation with primary school teachers, the centres’ organisational context, and the use of digital educational materials.  \nWe analysed research related to digital literacy and the use of digital educational materials. In this sense, digital competence requires a specific educational process, since the mere interaction between student and device is not enough to guarantee its development (Mehrvarz et al., 2021; Pérez-Escoda et al., 2016; Pulak, 2018) .  \nThe presence of technologies in each and every life situation has changed people’s literacy, even its definition (George, 2020; Rodríguez et al., 2018) . Literacy is no longer limited to the knowledge and ability to read and write, but also to the ability to select information and solving everyday problems (Arzola et al, 2017; Gibson & Smith, 2018; Southwell, 2013) . In addition, Burnett, (2009) y Cuberos y Vivas (2017) contribute to this approach by emphasising that digital literacy requires a critical assessme","cbCaiuSPGDFNHA0y","https://ap.wps.com/l/cbCaiuSPGDFNHA0y","pdf",97407,16,"English","# Abstract\n## Introduction: towards a paradigm shift in education","[{\"question\":\"What is the main focus of the research project discussed in the paper?\",\"answer\":\"The paper focuses on teaching strategies in primary education as curricular content is digitised, analysing how teachers of fifth and sixth year respond to this change.\"},{\"question\":\"How was the study designed and what data were collected?\",\"answer\":\"The research followed an ethnographic methodology over two years, using analysis of the centre’s documents and website, semi-structured interviews with different participants, and direct observation of classrooms.\"},{\"question\":\"What benefits does the paper associate with digital technologies in schools?\",\"answer\":\"Digital materials are linked to improved inclusion and attention to diversity, enhancing collaborative and cooperative work and improving accessibility by helping overcome the digital gap.\"}]","Primary Educational Strategies in Times of Digital Curriculum Content | PDF",1792092287]