TECHNOLOGIES OF EMPOWERMENT AND PARTICIPATION IN EDUCATION: A SYSTEMATIC REVIEW

The present study aims to make explicit the epistemological and methodological proposals made on the technologies of empowerment and participation (TEP) in education, as well as to analyze the proposals or implementations made at the praxeological level on the use of TEP in the educational field. Nineteen articles from Scopus and Web of Science, selected under the Prisma 2009 method, were analyzed. The results show that most of the studies come from Spain, the United States, the United Kingdom, and Israel; the most frequent educa-tional level where the original studies were carried out was undergraduate, followed by postgraduate and then school education. The evi-dence shows that most of the studies use existing models to apply PET, such as TPACK; the only proposal for teacher training in the use of technology was the Spiral Model of ICT (information and communication technologies), TAC (technologies of learning and knowledge) and TEP (technologies of empowerment and participation) competencies. Regarding the application of PETs, 4 types of studies were obser-ved: 1) based on co-work and interlearning 2) that promote the production of content and/or educational resources under a participatory approach 3) that use digital tools and/or spaces on the web and 4) that use Virtual Learning Environments (VLE).