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Esta investigación se enmarca en el proyecto europeo CREATEskills, centrado en la enseñanza de STEM en educación primaria. El objetivo de este artículo es presentar los principales resultados de la investigación evaluativa, de método cuantitativo y diseño de caso único, donde han participado 5 docentes, 117 alumnos y 55 familiares de alumnos de un colegio público. Los participantes respondieron a cuestionarios diseñados ad hoc tras la implementación de una experiencia de innovación educativa en la que se utilizaron metodologías activas, Recursos Educativos Abiertos y una plataforma de acceso abierto para la enseñanza de STEM. Tras la evaluación de la experiencia, se extrae una valoración muy positiva por parte del profesorado y el alumnado, ya que la inmensa mayoría destaca la calidad, la originalidad, la creatividad, la variedad y la relevancia de los recursos utilizados, así como los resultados de aprendizaje promovidos con los métodos activos. La mayoría de los familiares participantes coincidieron en que la enseñanza de STEM promueve la capacidad de resolución de problemas en la vida real y mejora la motivación del alumnado, en línea con los resultados de investigaciones anteriores. Aunque más de la mitad utilizaba recursos de Internet para trabajar las STEM en casa con sus hijos, solo una minoría había utilizado la plataforma CREATEskills. /// This research is part of the CREATEskills European project, focused on STEM teaching in primary education. The aim of this article is to present the main results of an evaluative research, developed with a quantitative method and a single case design, in which 5 teachers, 117 students and 55 parents of students from a public school have participated. The participants answered questionnaires designed ad hoc after the implementation of an educational innovation experience in which active methodologies, Open Educational Resources and an open access platform for teaching STEM were used. After the evaluation of the experience, a very positive assessment was made by the teachers and students involved, as the vast majority highlighted the quality, originality, creativity, variety and relevance of the open resources used, as well as the learning outcomes promoted with the active methods. Most of the parents agreed that STEM teaching promotes real-life problem-solving skills and improves student motivation, according to previous researchers. Although more than half used online resources to work on STEM at home with their children, only a minority used the CREATEskills platform.

El presente artículo recoge una experiencia de creación de un videojuego “serious game” en un aula multinivel de un colegio rural ubicado en la provincia de Málaga (España) durante el curso escolar 2018/19. Con el objetivo de conocer las limitaciones, debilidades y potencialidades inherentes a un proyecto de esta complejidad y de analizar las percepciones, aprendizajes y experiencias educativas de los alumnos. hemos hecho uso de una metodología cualitativa. Desde una perspectiva metodológica a lo largo de todo el curso escolar se han realizado entrevistas en profundidad y grupos de discusión en los que han participado todo el alumnado y profesorado que ha estado implicado en el proyecto. El análisis de la información aportada evidencia principalmente limitaciones relacionadas con la formación del profesorado y que el diseño y creación de un videojuego contribuye al desarrollo de competencias, habilidades y conocimientos técnicos, curriculares, actitudinales y transversales en los estudiantes. En conclusión, la creación de videojuegos en las aulas reporta al alumnado beneficios personales, curriculares y profesionales, sin embargo, es necesario, por un lado, ampliar la oferta y mejorar la calidad formativa del profesorado -inicial y continua-, y, por otro lado, potenciar el desarrollo de proyectos educativos que faciliten la implicación de agentes externos al centro. /// This article show an experience of creating a "serious game" video game in a multilevel classroom of a rural school located in the province of Malaga (Spain) during the 2018/19 school year. In order to know the limitations, weaknesses and potentialities inherent in a project of this complexity and to analyze the perceptions, learning and educational experiences of the students. We have used a qualitative methodology. From a methodological perspective, throughout the entire school year, in-depth interviews and discussion groups have been carried out in which all the students and teachers who have been involved in the project have participated. The analysis of the information provided mainly shows limitations related to teacher training and that the design and creation of a video game contributes to the development of technical, curricular, attitudinal and transversal skills, abilities and knowledge in students. In conclusion, the creation of video games in the classroom brings personal, curricular and professional benefits to the students, however, it is necessary, on the one hand, to expand the offer and improve the training quality of the teaching staff -initial and continuous-, and, on the other On the other hand, promote the development of educational projects that facilitate the involvement of agents outside the center.

This article show an experience of creating a "serious game" video game in a multilevel classroom of a rural school located in the province of Malaga (Spain) during the 2018/19 school year. In order to know the limitations, weaknesses and potentialities inherent in a project of this complexity and to analyze the perceptions, learning and educational experiences of the students. We have used a qualitative methodology. From a methodological perspective, throughout the entire school year, in-depth interviews and discussion groups have been carried out in which all the students and teachers who have been involved in the project have participated. The analysis of the information provided mainly shows limitations related to teacher training and that the design and creation of a video game contributes to the development of technical, curricular, attitudinal and transversal skills, abilities and knowledge in students. In conclusion, the creation of video games in the classroom brings personal, curricular and professional benefits to the students, however, it is necessary, on the one hand, to expand the offer and improve the training quality of the teaching staff -initial and continuous-, and, on the other On the other hand, promote the development of educational projects that facilitate the involvement of agents outside the center. [ABSTRACT FROM AUTHOR]

This research is part of the CREATEskills European project, focused on STEM teaching in primary education. The aim of this article is to present the main results of an evaluative research, developed with a quantitative method and a single case design, in which 5 teachers, 117 students and 55 parents of students from a public school have participated. The participants answered questionnaires designed ad hoc after the implementation of an educational innovation experience in which active methodologies, Open Educational Resources and an open access platform for teaching STEM were used. After the evaluation of the experience, a very positive assessment was made by the teachers and students involved, as the vast majority highlighted the quality, originality, creativity, variety and relevance of the open resources used, as well as the learning outcomes promoted with the active methods. Most of the parents agreed that STEM teaching promotes real-life problem-solving skills and improves student motivation, according to previous researchers. Although more than half used online resources to work on STEM at home with their children, only a minority used the CREATEskills platform. [ABSTRACT FROM AUTHOR]

Los medios audiovisuales son un excelente apoyo para transmitir, ampliar y reforzar contenidos trabajados previamente en el aula. La serie televisiva Little Einsteins es un claro ejemplo de esta tipología. Esta investigación se ha centrado en visionar, analizar y clasificar aquellos elementos relacionados con las disciplinas artísticas, en especial los que atañen a la historia de la música, el lenguaje musical, los instrumentos y otros elementos musicales, que aparecen en los sesenta y siete capítulos que conforman esta serie. El objetivo de la misma ha sido el de categorizar el material artístico-musical para facilitar la labor del maestro de música de Primaria a la hora de incluirlo en sus programaciones didácticas. El método de trabajo utilizado ha consistido en el visionado activo, la recogida de datos y el análisis del discurso audiovisual desde parámetros cualitativos proporcionados por el denominado análisis textual. Seguidamente, se ha realizado una labor de interpretación y catalogación de la información recopilada en cada episodio. Por último, se presentan las conclusiones derivadas del estudio y sus posibles aplicaciones en el aula de Música. /// Audiovisual and Mass Media has become an excellent support for the transmission, expansion and reinforcement of content previously worked in the classroom. Little Einsteins TV series is a clear example of this typology. This research focuses on the viewing, analysis and classification of all those elements related to the different artistic disciplines. It pays special attention to those that pertain to history of music, musical language, musical instruments and other music elements. These features appear in the sixty-seven chapters that make up this TV series. The aim is categorizing this artistic and musical material easing the work of the primary music teachers when including this resource in their didactic syllabus. For this purpose, the collection of qualitative parameters and the textual analysis, the active viewing, the analysis of audiovisual discourse and the interpretation of the information appeared in each one of the episodes has been used. Finally, the conclusions derived from this study and their possible applications in the music classroom are presented.

El confinamiento sufrido en la primavera de 2020 supuso, entre otros cambios, la aplicación generalizada de la enseñanza telemática en todos los niveles educativos, poniendo en evidencia los problemas de dotación, conectividad y también las limitaciones formativas de los estudiantes, entre ellas, el escaso desarrollo de la Competencia Digital (CD) para afrontar este reto. En este contexto, presentamos los principales resultados de un estudio realizado en Galicia (curso 2018-2019), que tenía como objetivo ahondar en la CD del alumnado de 6º curso de primaria. Este responde a un diseño mixto con una primera fase cualitativa, estudio de casos múltiple, y una segunda fase cuantitativa en la que se aplicó una prueba de evaluación de la CD. Los resultados ponen de manifiesto un nivel medio en CD de 5.96 en una escala de 0 a 10, con una importante diferencia entre los dos componentes de esta puntuación: conocimientos y capacidades (M=5.10) y actitudes (M=8.04). Los estudios de caso también permiten observar procesos de búsqueda de información poco sistemáticos y sin contrastar; diferencias en cuanto al género en el área comunicativa; escasas habilidades para la resolución de problemas; estrategias de creación de contenidos básicas y diferencias entre la actitud hacia la seguridad y los comportamientos reales de los menores. Las conclusiones destacan el papel de la escuela en el desarrollo de la CD en un futuro digitalizado. /// The lockdown suffered in spring 2020 involved, among other changes, the widespread application of online training at all educational levels, highlighting not only problems related to technological resources and connectivity but also to students' formative deficiencies, such as a level development of the digital competence (DC) too limited to fulfil the ongoing challenges. In this context, we present the results of a study carried out in Galicia during the 2018-2019 academic year in order to delve into 6th-grade students' digital competence; a mixed methods research composed of a first qualitative phase, a multiple-case study, and a second one, quantitative, in which an assessment test of the DC was applied. The results attained show an average level of 5.96 out of 10 in DC, with an important difference between the two components of this punctuation; namely, knowledge and skills (M=5.10) and attitude (M=8.04). The case studies also allow us to observe: information-search processes carried out unsystematically and whose results are not adequately contrasted; differences between genders in the communicative area; scarce problem-solving skills; too basic content-creation strategies, and differences between teenagers’ attitude towards security and their actual behaviours. The conclusions stress the role of school in the development of DC in a digitalised future.

Este artículo presenta los resultados más relevantes de un trabajo centrado en la percepción de los docentes de primaria sobre los materiales didácticos digitales musicales. El estudio, de carácter descriptivo e interpretativo, se desarrolla a través de la aplicación de una entrevista semiestructurada a una muestra de docentes que imparten en educación primaria en cinco centros educativos gallegos de diferente titularidad. Las dimensiones objeto de análisis se refieren a: valoración y utilización docente respecto a los materiales didácticos digitales musicales. Los resultados manifiestan, por un lado, la necesidad de mejorar la calidad de los materiales didácticos y musicales con el fin de aprovechar al máximo las potencialidades relacionadas con la imagen, la música y el movimiento para contribuir a que el alumnado sea el protagonista del proceso de enseñanza-aprendizaje, y por otro, la escasez de formación inicial y continua de los docentes sobre el uso de los materiales didácticos digitales musicales. El profesorado considera de gran valor la creación de redes de comunicación e intercambio de experiencias y materiales didácticos digitales musicales. La investigación incluye también algunas recomendaciones acerca de las medidas a adoptar por las instituciones y profesionales implicados en el proceso de diseño y utilización de los materiales digitales. /// This article presents the most relevant results of a work focused on the perception of perception of Primary teachers about digital musical didactic materials. The study, of a descriptive and interpretive character, is developed through the application of a semi-structured interview to a sample of teachers who teach in primary education in five Galician educational centers of different ownerships. The dimensions under analysis refer to: assessment and teaching use regarding digital musical didactic materials. The results show, on the one hand, the need to improve the quality of didactic and musical materials in order to take full advantage of the potential related to image, music and movement to help students become the protagonist of the process teaching-learning, and on the other hand, the lack of initial and continuous training of teachers on the use of digital musical didactic materials. The teaching staff highly considers the creation of communication networks and exchange of experiences and musical digital didactic materials. The research also includes some recommendations about the educational measures to be taken by institutions and professionals involved in the process of designing and using digital materials.

El artículo muestra, a partir del análisis de libros de texto de educación musical para la enseñanza primaria, los valores, estereotipos, esquemas mentales y significados que se transmiten en el curriculum no siempre de un modo consciente o regulado. El objetivo es analizar qué modelos culturales se transmiten, cuáles son los espacios de silencio, qué ausencias y por el contrario qué presencias son reforzadas y transmitidas con el uso de estos materiales curriculares. El artículo consta, en primer lugar de una introducción al estado de este campo de investigación mostrando la relevancia y oportunidad de esta problematización del currículum. Se trata de una investigación de carácter cualitativo que usa el análisis del contenido y del discurso como herramientas metodológicas. Posteriormente se exponen los resultados de la categoría Representaciones Culturales organizados en las subcategorías siguientes: género, mirada eurocéntrica, culturas y tradiciones populares y relación con el entorno. El análisis de los libros de texto nos alerta sobre el dominio de la hegemonía cultural androcéntrica y la reproducción de miradas eurocéntricas que no han superado el colonialismo y el patriarcado, tratando las culturas minorizadas y populares propias del entorno de los niños y las niñas desde el exotismo y el distanciamiento. Se concluye señalando la relevancia de este tipo de investigaciones para comprender los efectos culturales implícitos en la presentación del currículum en los materiales de uso en las aulas. /// The research paper shows, from the analysis of the musical education textbooks for primary education, the values, stereotypes, mental schemes and meanings that are transmitted in the curriculum not always in a conscious or regulated way. The objective is to analyse what cultural models are transmitted, what are the spaces of silence, what absences and on the contrary what presences are reinforced and transmitted with the use of these curricular materials. The article consists, first of all, of an introduction to the state of this field of research showing the relevance and opportunity of this problematization of the curriculum. It is a qualitative research that uses content and discourse analysis as methodological tools. Secondly, the results of the category Cultural Representations are presented. This category is organized in the following subcategories: gender, Eurocentric gaze, popular cultures and traditions and relationship with the environment. The analysis of textbooks alerts us to the dominance of androcentric cultural hegemony and the reproduction of Eurocentric views that have not overcome colonialism and patriarchy, making a distant an exotic treatment of minority cultures and popular cultures closers to children's environment. This paper concludes with the relevance of this type of research to understand the cultural effects implicit in the presentation of the curriculum in the materials used in the classroom.

Audiovisual and Mass Media has become an excellent support for the transmission, expansion and reinforcement of content previously worked in the classroom. Little Einsteins TV series is a clear example of this typology. This research focuses on the viewing, analysis and classification of all those elements related to the different artistic disciplines. It pays special attention to those that pertain to history of music, musical language, musical instruments and other music elements. These features appear in the sixty-seven chapters that make up this TV series. The aim is categorizing this artistic and musical material easing the work of the primary music teachers when including this resource in their didactic syllabus. For this purpose, the collection of qualitative parameters and the textual analysis, the active viewing, the analysis of audiovisual discourse and the interpretation of the information appeared in each one of the episodes has been used. Finally, the conclusions derived from this study and their possible applications in the music classroom are presented. [ABSTRACT FROM AUTHOR]

A medida que la tecnología avanza, su influencia en los diferentes sectores de la sociedad es cada vez mayor. El ámbito educativo no queda al margen y también es obligado a reconfigurarse valorando aspectos que hasta hace pocos años no han sido considerados, como es el caso de la introducción y aplicación de las TIC o de la robótica educativa. El presente trabajo tiene como objetivo analizar la percepción y opinión de docentes, familias y estudiantes de un colegio del País Vasco sobre la robótica educativa, la programación y las habilidades digitales relacionadas en la etapa de Educación Primaria. Para ello, se ha realizado un taller en el que un grupo de estudiantes de 2º de Educación Primaria trabajan por primera vez con diferentes recursos y materiales de robótica educativa: Lego WeDo 2.0 y Blue-Bot. La intención es contrastar la opinión anterior y posterior a la realización del taller de algunos miembros de la comunidad educativa; para lo que se utilizarán distintos instrumentos. Mencionar que según los resultados generales se aprecian diferencias entre el pretest y el postest que benefician la perspectiva sobre la integración de la robótica educativa en el aula. Asimismo, se concluye que tanto su uso pedagógico como la capacitación del profesorado son temas controvertidos aunque se constatan las oportunidades educativas ofrecidas por estas tecnologías para afrontar desafíos de la sociedad actual. /// As technology advances, its influence in different sectors of our society is increasing. The educational field is not left out and is also forced to reconfigure itself assessing aspects which have not been considered until few years ago, as is the case of the introduction and application of ICT or educational robotics. The aim of this article is to analyze the perception and opinion of teachers, families and students of a school in the Basque Country about educational robotics, programming and related digital skills in the stage of Primary Education. To this end, a course has been carried out in which a group of 2nd grade students from Elementary School. work for the first time with different resources and materials of educational robotics: Lego WeDo 2.0 and Blue-bot. The intention is to contrast the opinion of some members of the educational community before and after the course; for which various instruments will be used. Mention that, according to the general results, there are differences between the pretest and the posttest that benefit the perspective on the integration of educational robotics in the classroom. Likewise, it is concluded that both its pedagogical use and teacher training are controversial issues, although the educational opportunities offered by these technologies are recognized to face the challenges of today’s society.

Los últimos resultados de las evaluaciones nacionales e internacionales demuestran que el aprendizaje de las matemáticas resulta complejo para los estudiantes mexicanos. Distintos planes y técnicas se han puesto en marcha para tratar de contrarrestar dicho problema, y el uso de las tecnologías es uno de ellos. Durante las últimas dos décadas, la industria de los videojuegos en México ha ganado gran terreno entre la población de niños y jóvenes, es por ello, que se debe de aprovechar las ventajas que este tipo de herramientas tecnológicas tiene. En este trabajo, se presenta un juego serio para mejorar la alfabetización cuantitativa en niños de tercer grado de primaria. Para su diseño se utilizó un modelo de desarrollo iterativo que contempla cuatro etapas: planificación, desarrollo, evaluación y mejora; haciendo énfasis en el diseño de la instrucción. A través de un cuasiexperimento por un periodo de dos meses, el juego fue probado en un grupo de 33 alumnos de tercer grado del turno matutino. Los resultados obtenidos demostraron de forma cuantitativa un incremento en las habilidades de los alumnos. Se demostró que de los tres subconstructos que forman la alfabetización cuantitativa, dos de estos (números naturales y operaciones matemáticas) presentaron una mejora significativa tras el tratamiento. El juego serio fue del agrado de los estudiantes, por lo que como plan futuro se espera utilizar esta herramienta en distintas poblaciones. /// The last results of national and international evaluations, show that learning math is complex for Mexican students. Different plans and techniques have been implemented to counter this problem, one of them is the use of different technology in the classroom. During the last two decades, the videogame industry in Mexico has gained great traction among children, teenagers and young people, which is why the advantages of these kind of technologic tools must be harnessed. In this paper, we present a serious game to improve quantitative literacy in children studying the third grade of primary school. To design it, an iterative design model that contemplates four stages was use: planification, development, evaluation and improvement; emphasizing the instruction design. Through a quasi-experiment during a two-month period, the game was tested in a class of 33 morning shift third-grade students. The results obtained demonstrated quantitatively an increase in the students’ skills. It was shown, that out of the three subconstructs that constitute quantitative literacy, two of those (natural numbers and mathematical operations) showed significant improvement after treatment. The students enjoyed and engaged with the serious game, which is why it is expected to use this tool in the future in different Mexican communities.

The lockdown suffered in spring 2020 involved, among other changes, the widespread application of online training at all educational levels, highlighting not only problems related to technological resources and connectivity but also to students' formative deficiencies, such as a level development of the digital competence (DC) too limited to fulfil the ongoing challenges. In this context, we present the results of a study carried out in Galicia during the 2018-2019 academic year in order to delve into 6th-grade students' digital competence; a mixed methods research composed of a first qualitative phase, a multiple-case study, and a second one, quantitative, in which an assessment test of the DC was applied. The results attained show an average level of 5.96 out of 10 in DC, with an important difference between the two components of this punctuation; namely, knowledge and skills (M=5.10) and attitude (M=8.04). The case studies also allow us to observe: information-search processes carried out unsystematically and whose results are not adequately contrasted; differences between genders in the communicative area; scarce problem-solving skills; too basic content-creation strategies, and differences between teenagers' attitude towards security and their actual behaviours. The conclusions stress the role of school in the development of DC in a digitalised future. [ABSTRACT FROM AUTHOR]

Los objetivos principales planteados en este estudio son, por un lado, conocer la opinión de las familias de los niños y niñas de Educación Infantil y Educación Primaria de la Región de Murcia sobre el uso de los grupos de WhatsApp creados entre familias y docentes del centro; y, por otro lado, analizar sus opiniones en función de las siguientes variables sociodemográficas: parentesco, edad, nivel de estudios, titularidad del centro educativo, situación laboral y número de hijos en el centro. Para ello se procedió al diseño ad hoc y valoración de un cuestionario formado por 26 ítems basados en seis dimensiones (uso, contenidos compartidos, normativa, permisividad, implicación/participación y recurso educativo) y valorados con una escala gradual del 1 al 5. La muestra total la componen 134 sujetos seleccionados mediante un muestreo no probabilístico por conveniencia, dado que fue aplicado a familias a las que tuvimos acceso. Los resultados indican que los grupos de WhatsApp no se consideran útiles a la hora de fomentar la participación familiar o ser utilizado como un recurso educativo de apoyo a la educación, sino como un espacio para que familias y profesores permanezcan conectados.

El artículo presenta resultados y reflexiones del estudio relativo a la inclusión de tablets en educación inicial y primaria de Uruguay, a partir de la fase piloto realizada por el Plan Ceibal a fines del 2013 y comienzos del 2014. La investigación se realizó desde una perspectiva constructivista de orientación sociocultural. Se desarrolló una estrategia exploratoria, buscando conocer las condiciones de los centros educativos, las actividades mediadas por tablets y sus contextos desde las percepciones de los docentes, así como los objetivos que acompañaron el uso de estos recursos tecnológicos. El diseño de la muestra se elaboró teniendo en cuenta criterios estratégicos, construyendo una población de treinta centros educativos de Montevideo y Canelones. Los resultados brindaron información sobre las condiciones de los centros educativos en términos de infraestructura tecnológica y de recursos humanos, los contextos de las actividades, así como la identificación de las actividades y los objetivos propuestos por los docentes. Las conclusiones describen las condiciones de los centros en relación al acceso a Internet y frecuencia de conexión de los docentes, así como los usos administrativos y pedagógicos que realizan con los recursos tecnológicos. En términos generales, se constata una actitud favorable de los docentes en cuanto a integrar las tablets en los primeros grados de escolaridad, pero se reconocen también algunas dificultades durante el desarrollo de la prueba piloto.

Esta investigación pretende conocer el nivel de competencia digital que tiene el alumnado de Educación no universitaria desde su propia perspectiva. Además, se han realizado contrastes de hipótesis para conocer si existen diferencias en dichas percepciones según diferentes variables sociológicas. Para la evaluación de las competencias digitales se adaptado el modelo teórico que propone Ala-Mutka (2011), para la sistematización y/o desglose de la competencia digital, en una escala tipo Likert. En esta investigación se aplica un muestreo intencional circunscrito a centros previamente identificados como centros que han participado en el «Programa Escuela 2.0» seleccionados por el Centro de Profesores (CEP) de Sevilla como centros de buenas prácticas TIC. La muestra se compone de un total de 336 estudiantes, 49,8% son alumnos y 50,2% son alumnas, de los cuales el 50,3% son estudiantes de Primaria y el 49,7% son de Secundaria. En términos generales, los resultados muestran que el alumnado percibe tener un nivel medio de competencias digitales. Por otra parte, se detectan diferencias significativas en esta percepción en cuanto a si el alumnado tiene internet en casa (ρ=0,012), si han recibido ultraportátiles en los centros (ρ= 0,001), y con respecto a la edad en la que el alumnado empezó a usar el ordenador (ρ=0,038). Los resultados aquí obtenidos son relevantes cara a valorar los efectos de las políticas TIC y las habilidades digitales del alumnado.

The research paper shows, from the analysis of the musical education textbooks for primary education, the values, stereotypes, mental schemes and meanings that are transmitted in the curriculum not always in a conscious or regulated way. The objective is to analyse what cultural models are transmitted, what are the spaces of silence, what absences and on the contrary what presences are reinforced and transmitted with the use of these curricular materials. The article consists, first of all, of an introduction to the state of this field of research showing the relevance and opportunity of this problematization of the curriculum. It is a qualitative research that uses content and discourse analysis as methodological tools. Secondly, the results of the category Cultural Representations are presented. This category is organized in the following subcategories: gender, Eurocentric gaze, popular cultures and traditions and relationship with the environment. The analysis of textbooks alerts us to the dominance of androcentric cultural hegemony and the reproduction of Eurocentric views that have not overcome colonialism and patriarchy, making a distant an exotic treatment of minority cultures and popular cultures closers to children's environment. This paper concludes with the relevance of this type of research to understand the cultural effects implicit in the presentation of the curriculum in the materials used in the classroom. [ABSTRACT FROM AUTHOR]

This article presents the most relevant results of a work focused on the perception of perception of Primary teachers about digital musical didactic materials. The study, of a descriptive and interpretive character, is developed through the application of a semistructured interview to a sample of teachers who teach in primary education in five Galician educational centers of different ownerships. The dimensions under analysis refer to: assessment and teaching use regarding digital musical didactic materials. The results show, on the one hand, the need to improve the quality of didactic and musical materials in order to take full advantage of the potential related to image, music and movement to help students become the protagonist of the process teaching-learning, and on the other hand, the lack of initial and continuous training of teachers on the use of digital musical didactic materials. The teaching staff highly considers the creation of communication networks and exchange of experiences and musical digital didactic materials. The research also includes some recommendations about the educational measures to be taken by institutions and professionals involved in the process of designing and using digital materials. [ABSTRACT FROM AUTHOR]

As technology advances, its influence in different sectors of our society is increasing. The educational field is not left out and is also forced to reconfigure itself assessing aspects which have not been considered until few years ago, as is the case of the introduction and application of ICT or educational robotics. The aim of this article is to analyze the perception and opinion of teachers, families and students of a school in the Basque Country about educational robotics, programming and related digital skills in the stage of Primary Education. To this end, a course has been carried out in which a group of 2nd grade students from Elementary School. work for the first time with different resources and materials of educational robotics: Lego WeDo 2.0 and Blue-bot. The intention is to contrast the opinion of some members of the educational community before and after the course; for which various instruments will be used. Mention that, according to the general results, there are differences between the pretest and the posttest that benefit the perspective on the integration of educational robotics in the classroom. Likewise, it is concluded that both its pedagogical use and teacher training are controversial issues, although the educational opportunities offered by these technologies are recognized to face the challenges of today's society. [ABSTRACT FROM AUTHOR]

The last results of national and international evaluations, show that learning math is complex for Mexican students. Different plans and techniques have been implemented to counter this problem, one of them is the use of different technology in the classroom. During the last two decades, the videogame industry in Mexico has gained great traction among children, teenagers and young people, which is why the advantages of these kind of technologic tools must be harnessed. In this paper, we present a serious game to improve quantitative literacy in children studying the third grade of primary school. To design it, an iterative design model that contemplates four stages was use: planification, development, evaluation and improvement; emphasizing the instruction design. Through a quasiexperiment during a two-month period, the game was tested in a class of 33 morning shift third-grade students. The results obtained demonstrated quantitatively an increase in the students' skills. It was shown, that out of the three subconstructs that constitute quantitative literacy, two of those (natural numbers and mathematical operations) showed significant improvement after treatment. The students enjoyed and engaged with the serious game, which is why it is expected to use this tool in the future in different Mexican communities. [ABSTRACT FROM AUTHOR]

The results of an investigation that focus on the study of Digital Competence from the analysis of a case study are presented in this article. The unfavorable context of a 12- year-old child (economic, social and cultural), with a family situation with high levels of destructuring, is described to analyze the influence of the different agents involved in his education, in depth in the Formal spaces, in the school environment, as informal at the family level and the potential group of equals. Large gaps are identified and emerge by contrasting the developed skills of the case with the research that analyses the proposed dimensions for Digital Competence. The results uncover that the development of them is scarce and focus mainly on processes related to communication and collaboration and related to the search for information. The research also highlights the difficulties that emerge from the school institution in order to work on this type of learning and act as a true compensatory agent. We mainly identify two limiting areas when it comes to working with digital skills: the oversizing of the curriculum of content in subjects of Primary Education and the search for low levels of conflict with families by conditioning the processes of educational innovation. [ABSTRACT FROM AUTHOR]

El presente artículo pretende estudiar cómo varios profesores de distintas etapas educativas incorporan a sus prácticas diversos recursos tecnológicos, sean equipos informáticos especialmente adaptados para edades tempranas u otros como pizarras digitales interactivas en conjunción con otros soportes. Para realizar el estudio, se han registrado en vídeo el desarrollo de las clases y, posteriormente, mediante un sistema de categorías que permite desmenuzar lo que ocurre en las clases, se han analizado las prácticas de aula. Los resultados corroboran estudios anteriores sobre incorporación de las Tecnologías de la Información y la Comunicación (en adelante TIC) y permiten afirmar que los profesores gestionan el uso de estos recursos a través de distintos patrones de actividad que adquieren sentido en relación con la finalidad curricular de cada sesión. Asimismo, se constata que las tecnologías adoptan un papel subsidiario: el profesor se apoya en ellas para desarrollar las tareas y los contenidos y no cambia su forma de actuar por incorporar el recurso digital.

This article presents refections and results from a study about the pilot phase de - veloped by Ceibal Plan concerning to the inclusion of tablets in early childhood education and primary education in Uruguay (2013-2014). The research is carried out from a constructivist perspective with a socio-cultural orientation, developing an eeploratory strategy. The study attempt to know school's technologies conditions, activities with tablets, their conteets and aims from teacher's perspective. The sample design was developed taking into account strategic approaches, building a population that involved thirty schools from Montevideo and Canelones. The results provide information on technological infrastructure and human resources, activities conteets and aims proposed by teachers. The conclusions describes school's conditions about Internet access, administrative and pedagogical uses with the technological resources, as well as activities folowing digital literacy and pedagogical goals. In general terms, there is a favorable attitude from teachers about integrating the tablets in the frst grades of schooling, but also some difculties are recognized during the development of the pilot test. [ABSTRACT FROM AUTHOR]

The main objectives of this study were frstly, to know the opinions of the families of the children belonging to Early Childhood Education and Primary Education in the Region of Murcia about the usage of WhatsApp groups for families and teachers; and secondly, to analyze their opinions based on these socio-demographic variables: relationship, age, level of education, school degree, employment status and number of children at the school. To that end, a questionnaire was created consisting of 26 items based on six dimensions (usage, shared content, regulations, permissiveness, involvement/participation and educational resources) and measured against a 1 to 5 scale. The full sample was composed of 134 subjects selected through a convenient nonprobability sampling, since it was applied to those fami - lies we had access to. The results indicate that it is not useful in promoting family involvement or as an educational resource to support education, but as a place for parents and teachers to stay connected. [ABSTRACT FROM AUTHOR]

As a consequence of the technological advance and the massive arrival of ICT in the classroom, today we are experiencing a process of transition in schools that afects the teaching media and materials used in the teaching and learning processes. The pedagogical use in classrooms of digital content or online teaching materials is already a tangible reality that evidences a process of gradual change from traditional textbooks to new digital resources for learning. This article analyzes the pedagogical, socio-communicational and technological characteristics of a sample of commercial platforms of digital educational contents currently existing in Spain destined for Primary Education and in two autonomous communities: Galicia and Valencia. The results presented are part of the research project «The school of digital society: Analysis and proposals for the production and use of educational digital content» (EDU2015-64593-R) carried out by several competitive research groups of various universities, coordinated by the 'Laboratory of Research and New Technologies' (EDULLAB) of the University of La Laguna. To this end, an ad hoc instrument was developed and validated and administered to 13 commercial platforms. The results suggest that there is a wide range of online ofer of teaching materials with a variety of formats, although the study has found that most reproduce the format of the traditional book, enriched with online resources. [ABSTRACT FROM AUTHOR]

This research aims to know the level of digital competence that non-university education students have from their own perspective. In addition, hypotheses have been made to know if there are differences in these perceptions according to different sociological variables. For the evaluation of the digital competences, the theoretical model proposed by Ala-Mutka (2011), for the systematization and /or breakdown of digital competence, was adapted on a Likert scale. In this research an intentional sampling is applied circumscribed to centers previously identified as centers that have participated in the "School 2.0 Program" selected by the Center of Teachers of Seville as centers of good ICT practices.The sample consists of a total of 336 students, 49,8% were boy-students and 50,2% are girl-students, of which 50,3% were Primary school students and 49,7% are Secondary. Overall, the results show that students perceived to have an average level of digital skills. Moreover, significant differences in this perception as to be detected if the students have internet at home (ρ = 0.012), if they have received ultra-laptops in schools (ρ = 0.001), and with respect to the age at which the students began using the computer (ρ = 0.038). The results obtained here are relevant to appraise the impact of ICT policies and digital competences of students. [ABSTRACT FROM AUTHOR]