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Colour in the classroom, either in isolation or in conjunction with other environmental factors, is an element that has been widely discussed in the scientific literature, albeit not systematically. On the other hand, its evolution towards coloured light, made possible in recent years by light emitting diode (LED) technology, has hardly found a place among researchers. Despite the progressive rise of smart classrooms, intelligent learning environments or references by some authors to "dynamic lighting", its analogous concept, "dynamic colour", hardly appears in reviews of the scientific literature. This exploratory, quasi-experimental study shows how coloured light affects the learning process in primary school classroom environments, integrating cognitive processes, instrumental learning and affective processes, and helping to define the dynamic potential of its use. The experimental part has been carried out for four weeks, collecting data that are analysed descriptively, comparatively with the control group and in the internal variance of the experimental group. The results show positive influence tendencies in the cognitive and affective processes of the students, although not so much in instrumental learning.

To recognize and assess the job stressors that teachers face in daily practice is essential. One of the most used objective measures of stress is the heart rate (HR). This pilot study explored the use of a wearable device (smartwatch) to monitor the HR of two teachers over two weeks in the classroom. Educational context variables (subject, class size, timetable, activity learning performed) and environment variables (temperature, humidity, sun irradiance) were related with HR. The results showed significant differences on HR among the teachers according to the educational activity, time of the day, or day of the week. The environmental variables were related differently in each of the participants. The study showed the practical implications of using a smartwatch, or smart bracelet, in the field of education. It provides systematic data that be analyzed and linked to other variables, opening the possibility of measuring real-time stress in the classroom, as an alternative or complement to stress self-reports.

Teaching is a complex activity that requires a combination of different knowledges, attitudes, skills and values. Teachers are continuously making decisions in the classroom to promote the teaching-learning process. This paper presents the development of a prototype that aims to facilitate teachers' decision making in the classroom in real time, considering variables related to the students, the teacher, and the environment or environmental factors in the classroom. We used the DBR (Design Based Research) methodology for this project. We reached the first iteration when the second version of the prototype was presented. An analysis of the literature was carried out as a starting point and to establish the foundations for the first version of the prototype. A later expert judgment allowed the prototype to evolve to the second version. This is the starting point for the technological development of the designed solution. This research is a first step towards using technology to improve teacher decision making in the classroom, and has great potential benefits for both the teacher, for improving their skills, and the student, so they can have a better and more customized learning experience.