<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322023000300031</article-id>
<article-id pub-id-type="doi">10.22458/ie.v25iespecial.4920</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Adaptación de un laboratorio remoto de SDR para analizar desigualdades digitales en educación de comunicaciones inalámbricas en Latinoamérica]]></article-title>
<article-title xml:lang="en"><![CDATA[Adapting a remote SDR lab to analyze digital inequalities in wireless communications Education in Latin America]]></article-title>
<article-title xml:lang="pt"><![CDATA[Adaptação de um laboratório SDR remoto para analisar desigualdades digitais na educação em comunicações sem fio na América Latina]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Inoñán]]></surname>
<given-names><![CDATA[Marcos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Orduña]]></surname>
<given-names><![CDATA[Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hussein]]></surname>
<given-names><![CDATA[Rania]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Washington,Seattle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,LabsLand  ]]></institution>
<addr-line><![CDATA[San Francisco ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,University of Washington  ]]></institution>
<addr-line><![CDATA[Seattle ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<numero>spe1</numero>
<fpage>31</fpage>
<lpage>44</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322023000300031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322023000300031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322023000300031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La introducción de herramientas tecnológicas en la educación ha generado entornos que simplifican la transmisión de conocimiento hacia el estudiantado. Sin embargo, no todas las personas tienen igualdad de acceso a estas herramientas y diversos estudios han investigado sobre los factores de esta brecha digital. Específicamente en el ámbito de la educación de ingeniería, los laboratorios remotos están ganando terreno, al ofrecer la oportunidad de experimentar con equipos especializados de manera remota desde cualquier sitio por medio del Internet. A medida que estos laboratorios se integran cada vez más en los planes de estudio universitarios, también pueden generar desigualdades digitales entre el estudiantado debido a su avanzado requerimiento de conocimiento en hardware y software. Por lo tanto, el propósito fundamental de este ensayo es adaptar el Laboratorio de Ingeniería Remota para Acceso Inclusivo (RELIA, por sus siglas en inglés) que opera dispositivos de la tecnología de radio definida por software (SDR, por sus siglas en inglés), al contexto latinoamericano, con el fin de abordar y estudiar en el futuro las desigualdades digitales que los laboratorios remotos generan en la educación de radiofrecuencia en América Latina. Para lograr esto, se ha empleado una metodología que identifica las necesidades de la audiencia latinoamericana, a través de una revisión bibliográfica que explora la literatura existente sobre las desigualdades digitales en los Estados Unidos y América Latina. Además, como objetivo futuro, se planea comparar estos hallazgos con investigaciones similares y encuestas realizadas en los Estados Unidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The introduction of technological tools in education has generated environments that simplify the transmission of knowledge to students. However, not everyone has equal access to these tools and several studies have investigated the factors of this digital divide. Specifically, in engineering education, remote laboratories are gaining ground by offering the opportunity to experiment with specialized equipment remotely from anywhere via the Internet. As these labs become increasingly integrated into university curricula, they can also generate digital inequalities among the student body, due to their advanced hardware and software knowledge requirements. The main purpose of this paper is to adapt the Remote Engineering Laboratory for Inclusive Access (RELIA), which operates Software Defined Radio (SDR) technology devices, to the Latin American context, to address and study in the future the digital inequalities that remote laboratories generate in radio frequency education in Latin America. To achieve this, a methodology has been employed that identifies the needs of the Latin American audience through a literature review that explores the existing literature on digital inequalities in the United States and Latin America. In addition, as a future objective, it is planned to compare these findings with similar research and surveys conducted in the United States.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:A introdução de ferramentas tecnológicas na educação gerou ambientes que simplificam a transmissão do conhecimento aos discentes. Porém, nem todos têm acesso igual a estas ferramentas e vários estudos pesquisaram os fatores desta exclusão digital. Especificamente, no campo do ensino de engenharia, os laboratórios remotos estão ganhando espaço ao oferecer a oportunidade de experimentar equipamentos especializados remotamente de qualquer lugar na Internet. À medida que estes laboratórios se tornam cada vez mais integrados nos currículos universitários, também podem gerar desigualdades digitais entre os estudantes, devido às exigências avançadas de conhecimentos de hardware e software. O propósito fundamental deste ensaio é adaptar o Laboratório de Engenharia Remota para Acesso Inclusivo (RELIA, siglas em inglês), o qual opera dispositivos de tecnologia de Rádio Definido por Software (SDR, siglas em inglês), ao contexto latino-americano, com o fim de abordar e estudar no futuro as desigualdades digitais que os laboratórios remotos geram no ensino de radiofrequência na América Latina. Para isso, uma metodologia que identifica as necessidades do público latinoamericano foi utilizada, por meio de uma revisão bibliográfica que explora a literatura existente sobre desigualdades digitais nos Estados Unidos e na América Latina. Além disso, como objetivo futuro, iremos comparar estes achados com pesquisas semelhantes e com enquetes realizadas nos Estados Unidos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Desigualdad digital, acceso igualitario, laboratorio remoto, radio definida por software (SDR)]]></kwd>
<kwd lng="es"><![CDATA[comunicaciones inalámbricas, RHL-RELIA.]]></kwd>
<kwd lng="en"><![CDATA[Digital inequality]]></kwd>
<kwd lng="en"><![CDATA[equal access]]></kwd>
<kwd lng="en"><![CDATA[remote laboratories]]></kwd>
<kwd lng="en"><![CDATA[Software Defined Radio (SDR)]]></kwd>
<kwd lng="en"><![CDATA[wireless communications]]></kwd>
<kwd lng="en"><![CDATA[RHL-RELIA.]]></kwd>
<kwd lng="pt"><![CDATA[Desigualdade digital]]></kwd>
<kwd lng="pt"><![CDATA[igualdade de acesso]]></kwd>
<kwd lng="pt"><![CDATA[laboratórios remotos]]></kwd>
<kwd lng="pt"><![CDATA[Rádio Definido por Software (SDR)]]></kwd>
<kwd lng="pt"><![CDATA[comunicações sem fio]]></kwd>
<kwd lng="pt"><![CDATA[RHL-RELIA.]]></kwd>
</kwd-group>
</article-meta>
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