Revista educación, investigación, innovación y transferencia

This monograph, which stems from the R&D&I project Challenging Stigmatisation. Creative and inclusive educational discourses and practices with digital media in schools ‘of special complexity’ (PID2020-112880RB-I00 funded by MCIN/AEI/10.13039/501100011033), aims to share different examples of creative and inclusive practices with digital media, highlighting the reflections of those who lead them.

Various articles have emerged during the ethnographic research process carried out in different schools, with the teachers at these schools interacting with the researchers as the true agents of reflection and change in the development of practices with digital media.

The work Creative educational practices with digital media in rural contexts shows how digital media can facilitate interaction and participation among students and the educational community at a rural nursery and primary school. This work presents various creative teaching practices with digital media, such as school radio, StopMotion, the Classroom Blog and the creation of a biography on Wikipedia, which promote inclusion and the development of global citizenship.

Creative and innovative practices are the focus of the publication Identification and analysis of creative and innovative practices in the context of rural schools: a qualitative study. Using a qualitative methodology, it shows how these practices affect the entire educational community and the school's immediate environment.

In The Use of Artificial Intelligence for Creative Teaching from a Global Citizenship Perspective, the author shows how AI can be an appropriate tool for addressing social and technological change from a critical, democratic and social justice perspective. In this sense, this work presents an experience of the use of artificial intelligence in primary education for the development of inclusive and creative teaching, contextualised locally and globally.

In the INNOVATION section, in the work entitled Institutionalisation of Service-Learning at the University of Castilla-La Mancha as a tool for teaching collaboration, the author discusses the process of institutionalising this methodological strategy, considering the difficulties involved, as well as respect for social and educational ethics.

Coordinator: Ana Cristina Blasco-Serrano

REIIT Editorial Board: Teresa Baquedano, Alejandra Cortés Pascual, Elena Escolano Pérez, Isaac Gómez Laguna, Enrique Lafuente, José María Muñoz Escolano, Miguel Ángel Pallarés, Alfredo Segura, Rosa Serrano, Ana Cristina Blasco-Serrano.

Faculty of Education, University of Zaragoza