The article “Evidence of Learning in Educational Practices Mediated by Digital Technologies” serves as the gateway to the special issue of RIED devoted to this theme. Its authors and editors (César Coll, Frida Díaz Barriga, Anna Engel, and Jesús Salinas) outline a path that blends historical perspective, critical reflection, and a forward-looking horizon.
The text invites readers to ask not only which technologies are used or how they are applied, but, more importantly, what forms of learning emerge and how meaningful evidence of these processes can be traced and validated across diverse contexts.
Unlike approaches that focus almost exclusively on infrastructure or student satisfaction, this article argues for the rigorous analysis of learning outcomes and the evidence that underpins them.
The rise of hybrid, mobile, and multiscreen environments, together with the disruptive experience of the pandemia, has given rise to urgent questions: What does it mean to learn in technology-mediated scenarios? How do digital mediations reshape learner identities? Which indicators can capture achievement beyond academic grades? This framework highlights the need for robust methodologies and renewed quality criteria to evaluate learning in the digital age.
Taken together, the introductory article lays the groundwork for the studies featured in the special issue, offering keys to understanding their diversity and scope. Each contribution illuminates a distinct dimension of the relationship between learning and digital technologies: from gamification experiences to the analysis of epistemic networks, from audiovisual content production to self-regulation through learning journals or digital inclusion.
From this perspective, the special issue not only documents pedagogical innovation but also calls on us to rethink how to capture, with rigor and contextual sensitivity, the footprint of learning within an educational ecosystem in constant transformation.
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How to Cite: Coll Salvador, C., Díaz Barriga Arceo, F., Engel Rocamora, A., & Salinas Ibáñez, J. (2023). Evidence of Learning in Educational Practices Mediated by Digital Technologies. RIED-Revista Iberoamericana de Educación a Distancia, 26(2), 9–25. https://doi.org/10.5944/ried.26.2.37293
