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This study seeks to analyze, through the perceptions of teachers, the impact of the digital divide and the relationship between educational inclusion and the use of ICTs in education. In line with Sustainable Development Goal (SDG) 4 of the United Nations Agenda 2030, which promotes inclusive and quality education. The methodology used was quantitative, employing an ad hoc and validated Likert-type scale, to measure the perception of teachers in three dimensions: perception towards the effects of the digital divide in teaching, perception towards the inclusive use of technologies in the classroom and inclusive education practices in the classroom. A total of 790 teachers in service at the primary level in western Honduras participated. The results indicate that there is a limited perception of the effects of the digital divide among the participating teachers. Likewise, differences were found between the way in which older teachers perceive the inclusive integration of technologies in the classroom. In addition, the participating teachers' understanding of inclusive education practices is mainly theoretical. These findings indicate the existence of an opportunity to improve awareness and practical understanding of technology integration and inclusive strategies in the educational context.

ICTs enable the expansion of citizen participation. Thus, politics begins to involve new actors and practices, which provide new forms of influence in the political process (Araújo et al., 2015). Given the relevance of digital democracy, its multidisciplinary nature, and the need to advance studies in the area, in order to consolidate a field, this article presents the following research question: What are the scientific advances in the themes of digital democracy and e-participation in the scope of public policies? Thus, the objective of this work is to analyze the studies that address digital democracy and e-participation and its interface with the theme of public policies, in the international census, in the period 2013-2022. To achieve this, the article uses bibliometric research, based on publications retrieved from the Web of Science database and with the help of VOSviewer and Bibliometrix software. From the analyzes undertaken, it was found that digital democracy and e-participation constitute a contemporary and powerful possibility for strengthening the relationship between ordinary citizens and the State. It is an institutional innovation that changes the commonly passive behavior of individuals regarding politics. Social media proved to be a widely disseminated vehicle for expanding citizen participation, through more specialized contributions, based on argumentative debates. Through informed opinion and social control, government service levels begin to improve and also encompass new interactions with the public. [ABSTRACT FROM AUTHOR]

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Despite increasing recognition of the importance of creative problem solving (CPS) through the use of ICT in independent curriculum education, there is a lack of comprehensive psychometric validation for CPS assessment instruments. This study aimed to develop and evaluate an assessment instrument to measure CPS through the use of ICT students using the Rasch model. A total of 137 higher education students participated as respondents. The findings of the analysis of the Rasch model indicated a good fit between the assessment items and individual students. The items demonstrated adequate fit with the Rasch model, allowing for differentiation of difficulty levels among different items and exhibiting a satisfactory level of reliability. The Wright map analysis revealed patterns of interaction between the items and individuals, effectively discriminating between varying levels of student abilities. In particular, an item showed DIF based on gender, which favours male students in terms of their response abilities. Furthermore, the study identified that female students in the fourth semester exhibited higher average response abilities compared to female students in the sixth and eighth semesters. Furthermore, significant differences in response abilities were observed between male and female students, as well as between students who resides in urban and rural areas. These findings are crucial for educators, emphasising the need to implement effective differentiation strategies.

Among the skills to be developed in the study of reactive power compensation control devices in electrical power systems is the analysis of the control models of static reactive compensators. Python is free software that allows data analysis, control and simulation of electrical power systems. The objective of the article is to propose an application that allows the study of reactive power compensation that helps improve the teaching-learning process of the subject of Power Electronics. The study was based on a qualitative - descriptive methodology in which analytical - synthetic and inductive - deductive methods were used and the survey was used as empirical methods. For the processing and analysis of the information collected, the calculation of absolute and relative frequencies was used as a statistical method. The results corroborate the importance of using the proposed method to improve the teaching-learning process.

Digital competence is an essential element for the initial training of teachers, as it allows them to integrate digital technologies into their teaching practice. Therefore, the purposes of this study were: (1) to know the self-perceived level of future teachers of Primary Education and Early Childhood Education regarding their digital competences; (2) to compare if there are significant differences in the digital competences between the future teachers of both educational stages; and (3) to identify if there are significant differences in the competences of the future teachers between the different academic courses of the educational degree, for each educational degree. To achieve the objectives, a non-experimental ex post facto study was carried out with a sample of 897 students from the Infant and Primary degrees. The results showed that future teachers have a medium-high self-perceived level of digital competence in both educational degrees, finding significant differences between future teachers of Early Childhood Education and Primary Education, being the latter those who obtained higher scores. For future teachers of the Early Childhood Education stage, significant differences were found between the students of the first and fourth year, while for those of Primary Education, differences were found between all the academic courses, except between the third and fourth. These results suggest that initial teacher training should focus on the development of the digital competences of future teachers, with special attention to the first academic courses.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this article is to present an analysis of research and studies from the decade between 2012 and 2021 on education policies for the integration of information and communication technologies (ICT) in the Mexican national education system. Using a qualitative document analysis methodology, it was found that the reviewed works are based on the guidelines proposed by international organizations regarding the use of technology in innovative pedagogical processes. It is concluded that it is essential to continue researching this topic in order to understand how technology is transforming teaching and learning processes, and to identify the progress made and proposals to improve its integration in the national education system.

Information gathering may obviously be a complex process during a humanitarian crisis for both relief workers and its victims. Faced with the inherent difficulties, digital tools have much to contribute to the different phases of participatory evaluation. This article presents partial results of the Erasmus+ project, KA2- Cooperation for innovation and the exchange of good practices (InovHumbRE Projects). The main aim has been to analyse data on the participatory evaluation methods used by the different institutions/agencies involved in a project and within the context of crisis situations. A mixed type of study was selected using a descriptive and interpretative approach of a non-generalisable nature based on an analysis of quantitative and qualitative data provided by the staff of non-governmental organisations working in crisis situations in Spain. The cohort was comprised of 14 respondents from sundry social agencies and organisations. A questionnaire was used with 26 items that followed an open-ended and closed response format. The results show that the use and development of technology can favour social interventions and participatory evaluations in certain projects or crisis situations.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

in this text, we set out to build the State of the Art on the National Educational Technology Program (Prolnfo), in the CAPES Theses and Dissertations bank and the BDTD, from 1997 to 2019. The research approach is qualitative, from an exploratory character, which identified that public universities are the privileged space for the development of research, that the Southeast region concentrates the largest quantity of theses and dissertations produced by CAPES on this theme in the field of education. We conclude that the public policy for the inclusion of digital technologies in education presents fragmentation in the scope of implantation, implementation, which does not exist in theses and dissertations, evaluations of this policy by the public power, as well as indicating scarcity in the offer of continuing education for teachers. [ABSTRACT FROM AUTHOR]

Currently, due to emerging paradigms of teaching and learning as a result of health contingency, digital competence has become a necessity in educational centers. Furthemore, the new teaching role is no longer just that of being a facilitator of face-to-face learning, but now it generates knowledge, communicates and transmits emotions through various virtual environments. This paper has as aim to identify the level of digital competence in secondary level teachers, as well as the factors associated with it. The study has a quantitative approach, with a correlational scope, transactional temporality, with an observational prediction control and a retrospective chronological order of events. As a result of the research, a low level of digital competence was identified among secondary school teachers in Merida, Yucatan, Mexico. There was evidence that the factors that were significantly associated with this competence were age and training in the use of Information and Communication Technologies (ICT). This sets the foundations for the design of teacher training proposals focused on the development of their digital competence.

As a result of the confinement due to the global pandemic of covid-19, teachers and students found themselves in the inevitable situation of suddenly moving from the traditional face-toface model to virtual environments, with the demand for new digital skills and computer resources. The purpose of this scientific article was to describe the digital teaching competence, the main problems that the educational community faced to join virtual environments, as well as the proposals that originated to perform expeditiously in this new modality. The research was based on a systematic review of scientific articles on digital teaching competence in virtual environments in the context of the pandemic, in the Scopus database, with the support of Redalyc, Scielo, Dialnet, Elsevier and Google Scholar. The results show that the digital teaching competence still does not present an optimal level, so the most recurring solution proposal is the training and development of the digital teaching competence. Since to date the direction followed by the actors involved in virtual learning is uncertain, this investigation culminates by proposing an alternative solution.

Digital knowledge constitutes knowledge, skills and attitudes related to the use of Information and Communication Technologies (ICT) in the educational field. The training of normalist teachers requires, as a graduation profile, to strengthen the development of digital knowledge that allows them to enrich the design, development and implementation of didactic situations and sequences with the use of ICT, not only from an instrumental level, but also from a didactic perspective. This research presents the results of a quantitative, non-experimental, descriptive study, whose objective was to diagnose the appropriation of digital knowledge in the formation of Mexican normalist students. The sample consisted of 505 Mexican normal students from the states of Chihuahua, Hidalgo and Tamaulipas, who were administered a questionnaire with a Likert-type scale with 36 items distributed in 7 dimensions. Among the main findings, digital knowledge was identified with a higher score for the use of messaging services, as well as the management of different types of sizes and fonts; the lowest scores were recorded in data analysis with specialized software and the development of blogs to communicate information.

ABSTRACT This paper discusses the benefits of information and communications technology (ICT) in the contextual target situation analysis at a distance to design online critical English for academic purposes (CEAP) courses. A contextual investigation of the publishing process of high-impact journals in computer science is presented, which is aimed at identifying issues that might influence the publication of Brazilian researchers’ papers. The beliefs and experiences of Brazilian authors in the aforementioned process were analyzed through electronic questionnaires and remote interviews. Moreover, research articles’ reviews were studied to identify the community´s criteria for accepting or rejecting papers. Via ICT, a wider contextual analysis was possible with participants located in different parts of the world. Results provided relevant information about researching and publishing in the field, which may substantiate the design of tasks aimed at improving students’ critical academic literacy. For developing continental countries such as Brazil, saving time and resources through ICT in CEAP courses’ design means the possibility of investing in a more relevant instruction, which better attends to students’ contextual needs and wants.

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This paper aims to analyze the potentials and limitations offered by Information and Communication Technologies (ICT) in the educational field, specifically in the context of the pandemic caused by the SARS-COV2 virus. A qualitative research methodology with a documentary approach was employed to gather and analyze a series of relevant documents regarding the use of technology in contingency scenarios as substitutes for traditional learning environments. Based on the obtained results, it can be concluded that the pandemic has created an opportunity to rethink educational systems, 1mphasizeng the importance of ICT in the educational field. The need to design and redesign strategies that effectively integrate the use of ICT in classrooms, restructuring teaching and learning processes to ensure quality education, becomes evident. It is worth highlighting that ICT has demonstrated its ability to provide innovative solutions in the educational domain, enabling the continuity of the teaching and learning process during emergency situations such as the current pandemic. However, certain limitations and challenges must be addressed, such as the digital divide and the need for teacher training in the use of these technological tools. [ABSTRACT FROM AUTHOR]

The incorporation of information and communication technologies (ICT) has brought possibilities and challenges to the educational field, requiring new competences from professors capable of creating and using digital strategies to improve teaching and learning process. The objective of this study is to analyze the digital competences of higher education professors at the Federal Institute of Education, Science and Technology of São Paulo and their relationship with the variables of gender, age and teaching experience. This is an exploratory and descriptive research, with a quantitative approach, with application of the DigCompEdu Check-In self-assessment questionnaire. Out of 195 participating professors, 90 (46%) were female and 105 (54%) were male. The results indicate that professors have an intermediate level of digital proficiency and that there are no significant differences related to age variable when correlated with their performance. Professors excelled in a variety of competences, notably on Continuous Digital Professional Development, Guidance in Teaching and Learning, as well as Creating and Modifying Digital Resources. However, the results also revealed deficiencies in several other competences, where the greatest weaknesses occurred in the dimensions of Pedagogic Competences and Students Competences, indicating the need for training actions of development in such teaching competences. [ABSTRACT FROM AUTHOR]

This article aims to map master and doctoral research on children, adolescents and ICTs in the areas of Communication, Education and Psychology, in the last 10 years. The survey used Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) and Instituto Brasileiro de Informação em Ciência e Tecnologia (IBICT) databases. Were analyzed 215 papers, considering thematic categories, research subjects, data collection and analysis methods and techniques. Despite the fragile indexing of the databases, which resulted in a non-exhaustive study, the analysis revealed that "access and use", "mediation", "appropriation", "learning" and "consumption" were the most addressed themes by the three areas. Topics of great relevance in the current public debate on the virtual sphere (such as cyberbulling, hate speech and digital rights) appeared little in the corpus. Adolescents are the priority subjects, followed by children and teachers. Qualitative and engaged research prevails, with ethnography, exploratory research, case studies, participant research and content analysis being the most used methodologies and methods. Finally, there was a preference for classic data collection techniques in the context of the humanities and social sciences. [ABSTRACT FROM AUTHOR]

The objective of this work is to propose a system of laboratory practices for the subjects of Electrical Circuits in the Electrical Engineering career of the Technological University of Havana, José Antonio Echeverría from the use of free software, enabling personalized, self-regulated learning. and collaborative in students. The study was based on a qualitative descriptive methodology in which the methods of documentary analysis and the systematization of documentary sources were used and as empirical methods the survey was used, for the processing and analysis of the information collected the calculation was used as a statistical method. of absolute and relative frequencies. The sample to identify which are the most appropriate free software to use and to guide the different proposed virtual laboratory practices and how to carry them out, was made up of 10 PhDs in Sciences, 4 Masters in Sciences and 3 Electrical Engineers with experience in teaching. [ABSTRACT FROM AUTHOR]

[Purpose] The purpose of this study is to determine the benefits of e-services, both for a government agency and for citizens in terms of efficiency, derived from the digitalization of one of its processes. [Methodology/Approach/Design] A case study is presented of a project developed and implemented in 2021 in Mexico at the federal level by the Ministry of Communications and Transportation (SCT), which consisted of the digitalization of the process of issuance and/or revalidation of the Federal Driver's License. The first two months of operation are taken as a reference to determine the effects that this digital platform has had on economic, technical, and social efficiency. Analyzing the number of requests handled, costs for both the government and the citizen compared to the printed license and its processes. [Findings] Its theoretical basis is an analysis of efficiency based on a multidimensional notion of the concept, which is important since it analyzes improvement scenarios from the government's and citizens' points of view. The above allows this study to determine the benefits of electronic government services, both for a government agency and for citizens in terms of efficiency. [Practical Implications] The benefits that the Federal Digital License has represented in terms of cost reduction, process improvement, and increased citizen service the Federal Digital License have been demonstrated to these two actors. [Originality] The difference with the contributions of other studies lies in the object of study, which is the Federal Driver's License system, a case that has not been studied due to its recent implementation. This opens the door to future research, where not only quantitative data expressed in numerical terms can be analyzed, but also user satisfaction can be directly evaluated qualitatively.

Assessing musical competencies is a complicated process. However, the implementation of ICT in the classroom has facilitated this task, helping the Music education teacher to collect data in real time to describe the level of musical content of the students and information to fill in the required official documents. In this study, different evaluation strategies in music education are analyzed, as well as the main characteristics of three digital platforms, Kahoot!, Plickers and Socrative, whose main potential lies in the generation of gamified evaluation tests and evaluation and qualification reports of the students required by the educational administrations. The work method has been the analysis of information, which has served to make an exhaustive description of these platforms with the aim of providing the teachers information and tools that enable them to use and implement ICT in the evaluation of musical content of the Primary Education curriculum. Finally, the conclusions related to the benefits and limitations of these digital tools when applied in the Music classroom are presented.

Education with online tech tools during the pandemic caused by covid-19 was the principal alternative due the restrictions worldwide, and its insertion required models that made them more efficient. The aim of this research was to know the effectiveness of the TPACK model making use of ICT in the teaching-learning process of the subject Chemistry II in upper middle level, during the contingency. It was a quasi-experimental study with A-B-A design, involving 152 fourthsemester high school students from a public institution, distributed into four experimental groups in which an educational program was implemented. Three tests were designed and validated by expert judgement, with α = .91, .92 and .93, and were applied as a pre- and posttest. The educational program was developed in the TPACK model, using ICT. The data were analyzed through the student’s t-test and showed improved performance of the participating students after the intervention. An innovative design of instruction was generated with the TPACK model, which demonstrated its effectiveness for the insertion of technology for teaching that can be generalized to the instruction of other chemistry topics in high school.

This work aims to know how the trend in the use of virtual spaces is, from the proposals is of incorporating technology in the teaching practice in Higher Education and knows if the level of use of information and communication technologies (ICT) affects the design and development of the proposals. In this work was used a correlative transactional methodology and the process was concurrent by complementation with a group of professors from a Mexican public university. We observed that sending and receiving documents is the most used dynamic and that, the main obstacles and difficulties are get internet accessibility and the connection speeds. The main learning activity used is creating individual documents. We concluded that, the level of skill in use of ICT that the teacher considers having does not improve the integration of technologies inside of teaching practice, and that the use of virtual spaces is oriented towards instrumental aspects (do not spent paper, automatic evaluation, and others), the possibility of structuring pedagogical proposals with integration of ICT that seek to improve the teaching and learning process in students is left aside.

The objective of this documentary review was to analyze the notion of educational digital inclusion and establish the boundaries of the concept in relation to other terms. The conceptual mapping method was chosen (Tobón, 2004), wich consists of four phases: 1) search for documents relevant to the research problem, 2) definition of inclusion and exclusion criteria, 3) data analysis based on eight axes, and 4) interpretation of the results. A total of 40 documents were reviewed from the databases Dialnet and SciELO, as well as from the Fundación Ceibal repository. The results obtained make it possible to establish that it is often difficult to relate the term with educational inclusion (higher category) given that the latter is oriented towards equalize the conditions. In this sense, the link between both concepts has permeated a vision focused on the implementation of actions and strategies that, for the most part, do not consider the particularities of the institutions to which they are directed. Likewise, its association with the term innovation has weighed on the figure of the teacher, since it is assumed that the insertion of technological artifacts is enough to achieve innovative uses, without considering that the inclusion of these tools must be accompanied by the corresponding literacy processes.

This article aims to establish the state of the art of digital and technological resources used in teaching and learning processes in rural schools. These should promote digital transformation and an inclusive, flexible, cooperative and open educational model. Their use should contribute to improving multigrade didactics and reducing the digital divide. A systematic international review was carried out of articles published over the last ten years in journals indexed in the Scopus and Web of Science databases. Out of a total of 671 papers identified in the field of rural education, those referring to digital resources were analysed on the basis of selection criteria (N=18). The first results show the need to create resources that allow multi-grade and online work, developing the digital competence of students, taking into account the idiosyncrasies of rural schools. Also the creation of teacher support networks, sharing resources and improving ongoing training in emerging technologies for educational innovation. The conclusions refer to opportunities related to the use of open educational resources and crowdsourcing platforms.

In this research, we discuss a pedagogical need that has been highlighted in recent years in Education, mainly due to the coronavirus pandemic phenomenon: the urgency of virtual learning environments to enhancing students' sense of belonging. This research objective was to design a Digital Learning Object (DLO) whose motto is the pains of the students of a Higher Education Institution (HEI). The purpose was to present a proposal for a situationally designed ODA, to enhance Virtual Learning Environment (VLE) usage and instigate the feeling of belonging to a (virtual) place between teacher and student, i.e., the affective relationship in cyberspace. At this regard, we questioned: how could the affective relationship be possible through a virtual environment to promote learning? The methodological foundation of this research was subdivided into three moments and by a triangular nature: bibliographic, qualitative and exploratory retrospective (to build a hypothesis). The results achieved demonstrate that there are factors that must be considered in the affective relationship and the feeling of belonging among students: internet access' quality, the pedagogical architecture of the virtual environment, and the neurocognitive experience with digital objects. We highlight a proposal for a digital learning object called Conecta Mais, which is in pilot phase of application in a higher education institution in the state of Paraná. [ABSTRACT FROM AUTHOR]

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The use of mobile learning is becoming increasingly widespread among university teachers, thanks to its many benefits. Moreover, its application is associated with good teaching practices. The aim of this study is to analyse the development of good teaching practices in the use of m-learning by university teachers from the Department of Didactics of Language and Literature, as well as to identify the factors that influence the development of best practices. The research method developed is based on a transversal design. 110 teachers from the Department of Language and Literature Didactics participated in the study. The instrument used is the scale of Analysis of M-learning practices at the University (APMU). The results show that more than half of the teachers use the teaching method based on mobile learning. It can be concluded that in the development of best practices, gender is not influential, but age and teaching experience are. In addition, personal concern and experience in the use of mobile devices by teachers is a key factor in the appropriate development of the m-learning method.

As a result of the global pandemic of covid-19, distance education went from being a little considered training option to the status of the main operating alternative for the school system. Educational institutions by adapting their work to the use of digital platforms have managed to keep their programs active despite reducing their training expectations. School activities at home face complex social situations that contravene the teaching precepts, cause poor learning and many cases of school dropout. Educational systems in the medium term will promote remote teaching modalities in digital and telematic versions, whose didactics will dominate the 21st century.

Resumo Objetivo: Diversos estudos técnicos e acadêmicos exploraram as aplicações das tecnologias da informação e comunicação (TIC) no setor agroalimentar do ponto de vista dos agricultores. No entanto, a perspectiva do fornecedor de tecnologia na aplicação de TIC foi amplamente esquecida. O objetivo deste artigo é analisar como as tecnologias digitais estão sendo utilizadas na cadeia de valor agroalimentar e quais são seus benefícios e vantagens na perspectiva dos fornecedores de tecnologia. Originalidade/valor: Em primeiro lugar, o estudo analisou os benefícios das TIC para o setor agroalimentar na perspectiva dos fornecedores de tecnologia, permitindo a análise integrada do conjunto completo de TIC aplicadas em toda a cadeia de valor agroalimentar. Finalmente, usando uma abordagem metodológica robusta, garantimos a replicabilidade do estudo. Design/metodologia/abordagem: Foi empregado um estudo exploratório com abordagem descritiva para mapear o conjunto completo das tecnologias digitais comercializadas por 131 empresas de tecnologia agroalimentar. Usou-se a tipologia da Organização para a Cooperação e Desenvolvimento Econômico (OCDE) (2018) para classificar os tipos de tecnologias. Por meio do software NVIVO, a análise de cluster foi aplicada aos dados de benefícios e vantagens das soluções digitais comercializadas pelas empresas. Resultados: Identificaram-se a redução de custos e a rápida tomada de decisão como os benefícios mais importantes das TIC. No setor agroalimentar, essas tecnologias são criadas por diferentes gerações de empresas, sendo a maioria delas startups. Identificaram-se os fenômenos de servitização agrícola, compreendendo a crescente importância dos serviços como insumo-chave para a produção agrícola, e de manufaturização agrícola, que trata do incremento do controle sobre os fatores de produção na agricultura. / ABSTRACT Purpose: Many academic and technical studies have explored information and communications technology (ICT) applications in the agri-food sector from the farmers’ perspective. However, the technology supplier perspective on the ICT application has been largely overlooked. This paper aims to analyze how digital technologies are used within the agri-food value chain and their benefits and advantages from the technology supplier perspective. Originality/value: First, the study analyzed the benefits of ICT for the agri-food sector from the technology supplier perspective. Second, it comprised the integrated analysis of the complete set of ICT applied to the entire agri-food value chain. Third, we guaranteed the study’s replicability by using a straightforward methodological approach. Design/methodology/approach: Exploratory study with a descriptive approach was employed to map the complete set of digital technologies commercialized by 131 agri-food technology companies. The Organisation for Economic Co-operation and Development’s (OECD) (2018) typology for ICT solutions was used to identify technology types. The NVIVO software cluster analysis was applied to the data related to the benefits and advantages of the firms’ ICT solutions. Findings: We identified that cost reduction and rapid decision-making are the essential benefits of ICT. It was found that the ICT field in the agri-food sector is composed of different companies’ generations, and many are not startups. We identified two new phenomena: agricultural servitization, which comprehends the increasing importance of services as crucial input for agricultural production, and agricultural manufacturing, which refers to increasing control over production factors in agriculture.

Persistence and dropout are two sides of the same coin. Together with personal and social factors, associated with the quality of teaching provided by universities determine students' ability to persist in achieving their academic degree or, on the contrary, to drop out of university studies. Our working hypothesis is that the impact on improving the quality of teaching by considering neurodidactic factors, which are currently being researched and experimented with, can improve the overall persistence rate by reducing the dropout rate. In this preliminary study, we intend to make a first approach to the phenomenon of academic failure in Andalusian universities from the prediction and diagnosis of risk groups and the recommendation of preventive measures. Among the measures we proposed for prevention, highlighting those that have an impact on neurodidactic factors. Our work consisted of applying an instrument to diagnose the risk of dropping out of university studies to a sample of first-year university students in Andalusian universities. The instrument was applied at the beginning of the second semester. Of the 976 students surveyed, we have established a risk group of 34 students. We will propose measures oriented towards the neurodidactics factors that predict dropout and calling for the use of ICT in the implementation of preventive measures.

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aimed to identify and analyze the perception of the management team of a school of continuing education and the use of information and communication technologies and their contributions in the educational practices of the school. Were applied questionnaires with the management team, composed by the director and coordinator of the core educational guidance of a federal public school located in the city of Porto Alegre, Rio Grande do Sul Within this study was evident in the responses of respondents who continuing education produces differences in pedagogical practice of teachers. [ABSTRACT FROM AUTHOR]

Digital media are part of children's lives, although it is known that the use of ICT is associated with unsatisfactory sleep patterns. This is a descriptive cross-sectional study developed using the Health Planning methodology. The target population consisted of 74 children, and the sample obtained was composed of 48 students. The selected data collection method consisted in part of the Portuguese version of the Eu Kids Online 4 questionnaire. It was found that ICTs (Information and Communication Technologies) are used for more hours than recommended, that there are children who sleep fewer hours a day than recommended and that the dynamics of how ICTs are used is unfavorable to promoting healthy sleep habits. The developed intervention aimed to promote health literacy and demonstrated that after the nursing interventions developed, there was an acquisition of knowledge. [ABSTRACT FROM AUTHOR]

Presentamos una experiencia de trabajo por proyectos de lengua con TIC llevada a cabo en el Máster Universitario en Profesor/a de Educación Secundaria de la Universitat de València durante los últimos cinco años. El objetivo fundamental es que el futuro profesorado aprenda a elaborar materiales didácticos sobre gramática con TIC para aplicarlos en las aulas de secundaria y de bachillerato. El enfoque metodológico planteado consiste en el desarrollo de un proyecto de trabajo de lengua con la incorporación de las TIC sobre uno de los contenidos gramaticales del currículo de secundaria y bachillerato del área de Lengua y Literatura aplicado a un nivel o etapa educativa. Se trata de proyectos realizados por nuestros estudiantes, con la incorporación de recursos TIC para su elaboración, que han sido adecuados para trabajar algunos aspectos gramaticales del currículo de secundaria. En este estudio presentamos el proyecto llamado videoling, es decir, cápsulas audiovisuales sobre cuestiones lingüísticas difundidas en Youtube. Con el uso de las TIC en los proyectos de trabajo sobre gramática se pretende reforzar el aprendizaje lingüístico del alumnado y ofrecer recursos para incentivar el autoaprendizaje. This research is about a task based experience working ICT on language projects carried out in the Master’s Degree in Secondary Education at the University of Valencia during last five years. The main aim is that future teachers learn to elaborate educational materials on grammar with ICT to apply in Secondary Education and Baccalaureate. The methodological approach deals with a language task-based learning stated, introducing ICT tools in a grammatical content in Secondary Education and Baccalaureate in language and literature in an educational stage. A sample of projects carried out by our students is going to be introduced, dealing with ICT tools for implementing some grammatical aspects taken from the Secondary Education curriculum. They have been adapted to work on some grammatical aspects of the secondary curriculum. In this research a project named videoling is introduced, based on audiovisual capsules dealing with linguistics issues which have been disseminated on Youtube. With the use of ICT in grammar projects it is intended to reinforce the linguistic learning of the students and offer resources to encourage self-learning.

COVID-19 has triggered a worldwide health and social crisis. In Spain, the containment measures unleashed by the crisis have been particularly harsh and have generated situations of vulnerability. The Municipal Centers for the Elderly are configured as public, non-residential facilities designed to promote the coexistence of the elderly. The aim of this article is to know the professional perception of the Municipal Centers for the Elderly regarding the attention to the needs of the elderly during the confinement stage in the district of Ciudad Lineal in Madrid. For this purpose, a qualitative study was carried out and semi-structured interviews and a focus group were conducted. The results show that the closure of the centers has generated situations of vulnerability for the elderly, especially for those in a situation of loneliness and/or with a higher degree of dependence and lower digital skills. The professional teams have seen an increase in their work activity and diversity of functions in order to respond to emerging needs. Online applications have played a fundamental role in the access to services provided in homes, making the digital divide visible for those people with less accessibility to its use. The Municipal Senior Citizen Centers are configured as proactive resources to prevent situations of loneliness and isolation, overcoming the current character of coexistence spaces. [ABSTRACT FROM AUTHOR]

ABSTRACT: Control of livestock and their movement has long been recognized as a crucial for the prevention and control of diseases. In Brazil, the control of livestock movement established in 1934. Since 1995 is regulated based on the Animal Movement Permit (GTA). Since then, the process has been improved and updated on its legal framework and strategies, including the use of emerging technological alternatives, which made possible the launching of the electronic Animal Movement Permit (e-GTA) in 2011. From a broader perspective, the e-GTA is inserted in a global context of the development of Information and Communication Technology (ICT) which since the early 1980s enabled governments worldwide to drive policies for the development of electronic government systems (e-government). After that, at a global level, there was an expansion and improvement of e-government services; however, discrepancies among countries persisted. Nonetheless, the levels of adoption of e-government by citizens have been lower than those expected by government authorities, which has attracted the attention of researchers in the area. In this context, studies of this nature that used theoretical antecedents related to the adoption of ICT have exposed peculiarities of the process of adoption of e-government, demanding research efforts directed to the structuring of specific models for this area. In Brazil, studies of this nature are still at an early stage, although government actions aimed at e-government date back to the 1990s. The objective of this article was to investigate, in an exploratory way, influence factors on the adoption intention of e-government related to animal health, having the e-GTA as the object of research. The conceptual framework was defined based upon the e-Government Adoption Model (GAM) For this objective, an online questionnaire oriented to intention to adopt e-GTA was applied to equine owners of Rio Grande do Sul not users of this system. Results indicated that respondents positively evaluated the quality of their computers and cellphones, as well as their efficacy to operate them, while quality of the internet connection was considered regular. In this context, the availability of computer and cellphone resources and computer self-efficacy did not influence the intention to adopt e-GTA. Moreover, aspects related to compatibility of e-GTA with users lifestyle have a positive association with the intention to adopt e-GTA. Also the study indicated that public information campaigns could contribute to the improvement of adoption of the e-GTA. Additionally, the authors suggested that further investigations considering other livestock sectors and variables, as well as the continuity of use after the adoption, could contribute to the expansion of the knowledge on this field.

Utilising Loughran’s notion of the complexity of teaching, this study set out to explore how teachers used information and communication technology (ICT) in their classroom practices. The study is grounded in qualitative research methods. Data capture included a mix of semi-structured interviews, observations and document analysis. Data was analysed using content analysis methods. Findings were fourfold. First, small pockets of innovative teachers changed their pedagogy. Second, teachers’ beliefs suggest (mis)understandings about their ICT induced teaching, which they perceived as changed pedagogy, but actually only their mode of curriculum delivery changed. Third, most teachers seemed to reposition their practice using technology to facilitate the demands of a scripted curriculum, thus merely changing their teaching practice. Fourth, teachers’ apprenticeship of observation is further perpetuated through pre-service training that does not promote pedagogical experiential change.

The purpose of this article is to present the findings regarding the advantages of the learning process of law students at the Universidad Autónoma de Ciudad Juárez through online education. The article derives from a broader investigation in which a qualitative methodology with an interpretive approach was used. The development of skills in reading ability and comprehension, writing, as well as the capacity for analysis and synthesis through the preparation of essays, mental and conceptual maps, were identified as learning advantages under this educational modality. Also, the development of library skills by searching for information on platforms and strengthening digital skills through the use of applications to develop materials and work that promote learning. In addition, it was found that learning law in virtual environments constitutes alternatives for people with disabilities or with health problems. It is concluded that the traditional teaching of law must be confronted to transmute to one characterized by the use of Information and Communication Technologies and the digital culture.

This paper describes the research done about the importance of establishing technopedagogical mediation strategies when a Virtual Learning Environment (VLE) is implemented. The objective of this work is to improve the efficiency of the Virtual Tutoring Platform in the teaching-learning process through the implementation of strategies in the virtual tutoring model of a technological university. The methodological part of the work was developed using a mixed approach; the qualitative part was worked with a focus group and the quantitative part was carried out with cluster sampling. The main contribution of this work is the six categories and strategies proposed, which can be applied to any VLE. The results confirm the importance of guiding the student, establishing communication mechanisms, interaction and application of learning methodologies as well as their relationship with information communication and technologies. The only limitation so far is that a dedicated server and good bandwidth are required to improve the service.

Abstract: According to the Common European Framework of Reference (CEFR), the intercultural competence is one of the aspects that must be developed as part of the communicative competence in a foreign language. Two groups of students in their 6th year of Primary Education work on a pollution project through English as the vehicular language. The experimental group works in collaboration with students from a school in Poland through the eTwinning tool. The control group performs the same tasks, but with working teams formed by students from the same classroom. After the project, both groups conducted a questionnaire about their awareness regarding intercultural communicative competence. Results reveal that the group that worked in collaboration with the international students developed their intercultural competence more than the other group. Collaboration with students from another country— which has been possible through eTwinning — seems to have contributed to the development of this competence. Resumen: De acuerdo con el Marco Común Europeo de Referencia (MCER), la competencia intercultural es uno de los aspectos que se deben desarrollar como parte de la competencia comunicativa en una lengua extranjera. Dos grupos de alumnos de 6º de Educación Primaria trabajan en un proyecto sobre contaminación utilizando el inglés como lengua vehicular. El grupo experimental trabaja en colaboración con alumnos de un centro de Polonia a través de la herramienta eTwinning. Por su parte, el grupo de control realiza las mismas tareas, pero con equipos de trabajo formados por alumnos del mismo aula. Tras el proyecto, ambos grupos realizaron una encuesta de percepción sobre diversos aspectos relacionados con la competencia intercultural. Los resultados muestran que el grupo que trabajó con los alumnos polacos ha evolucionado más en su competencia intercultural que el grupo control. La colaboración con alumnos de otro país, que ha sido posible a través de eTwinning, parece haber contribuido al desarrollo de esta competencia.

MONOGRAFÍA: ENSEÑANZA DE LA GRAMÁTICA EN ELE: RESULTADOS DE INVESTIGACIÓN Y NUEVAS PROPUESTAS En la era de aprendizaje actual, el entorno M@estro surge como un concepto global del aprendizaje y enseñanza de la lengua, cuya visión didáctica permite formar a futuros profesores en una concepción consciente sobre cómo enseñar ELE en una sociedad cambiante. Concretamente, la enseñanza de contenidos gramaticales en ELE puede presentar obstáculos a la hora de llevarlos al aula de una manera consciente, eficaz y accesible tanto para docentes como discentes. Este entorno promueve el enriquecimiento y la diversificación de la enseñanza de la gramática, donde una práctica docente ecléctica y suficientemente flexible permite adaptarse a realidades y necesidades en constante evolución. Así, en el presente artículo pretendemos presentar y explicar este entorno didáctico, e ilustrar su funcionamiento por medio de la aplicación de cada uno de sus principios al tratamiento de los contenidos gramaticales en el aula. ABSTRACT In the current learning era, the M@estro environment emerges as a global concept of language learning and teaching. This didactic vision enables to train future teachers in how to teach ELE in a changing society. More specifically, teaching grammatical content in ELE can often represent a barrier in bringing it to the classroom in a conscious, effective and accessible way, both for teachers and students. This environment promotes the enrichment and diversification of grammar teaching, where an eclectic and sufficiently flexible teaching practice allows adapting to constantly evolving realities and needs. Therefore, in this article we intend to present and explain this teaching environment and illustrate its operation through the application of each of its principles to the treatment of grammatical content in the classroom.

En este artículo se analizan las prácticas pedagógicas realizadas por estudiantes universitarios al desarrollar una aplicación con tecnología de Realidad Aumentada para concientizar sobre problemas ambientales que acontecen en la región sureste de México, específicamente en el Estado de Chiapas. La investigación se fundamenta epistemológicamente en los supuestos del paradigma del Constructivismo Sociocultural y se contextualiza en una institución de educación superior pública mexicana. Para proceder ante la realidad que circunscribe el estudio, se diseña un modelo metodológico guiado por los principios de la Investigación- Acción, mediante la observación participante, la entrevista, el grupo focal y el análisis de contenido, como técnicas de recopilación de información; igualmente, a través de la triangulación de estas fuentes de recogida de datos se realiza el tratamiento analítico de la información. Los principales hallazgos y conclusiones señalan que la integración de tecnologías emergentes – como la Realidad Aumentada– al proceso de enseñanza y aprendizaje facilita, favorece y motiva el aprendizaje de los estudiantes, además les permite el desarrollo de una serie de competencias digitales relacionadas con la gestión de la información, la capacidad para elaborar textos académicos, la capacidad para desarrollar argumentación verbal, la capacidad para analizar y sintetizar información digital, el trabajo colaborativo en la modalidad virtual, el aprendizaje autónomo y la comunicación. /// This article we analyze the pedagogical practices carried out by students when developing an application with Augmented Reality technology to raise awareness about environmental problems that occur in the southeast region of Mexico, specifically in the State of Chiapas. The research is based epistemologically on the assumptions of the Sociocultural Constructivism paradigm and is contextualized in a Mexican public higher education institution. To proceed with the reality that circumscribes the study, a methodological model guided by the principles of Research- Action is designed, through participant observation, interview, focus group and content analysis, as information gathering techniques. Likewise, through the triangulation of these data collection sources, the analytical treatment of the information is carried out. The main findings point out that the integration of emerging technologies - such as Augmented Reality - to the educational process favors and motivates students' learning and simultaneously allows them to develop a series of digital competencies related to information management, ability to produce academic texts, the capacity for verbal argumentation, the ability to analyze and synthesize digital information, virtual collaborative work, autonomous learning and communication.

According to the United Nations (UN), about 70% of the world’s population projected to live in urban areas by 2050. Therefore, cities are experiencing an enormous urban transition the world has ever seen, accounting for 80% of global carbon dioxide emissions, consuming over two-thirds of the world’s energy, and producing 1.3 billion tons of waste per year. Leaders, governments, architects, urban designers, developers, planners and business leaders need to make decisions and find solutions for how billions of urbanites will live in the future. Therefore, future cities will require new design principles to face their urban challenges and problems such as pollution, poverty, poor environment, land use management, green-house gas emissions and socio-economic and environmental risks. In this context, the case study area of this paper will be El Raval district, which is in a medieval quarter of Barcelona. This area considered as one of the oldest and a significant part of the city that contains many heritage buildings and unique traditional urban context going back to hundreds of years. The district has an influx of immigrants, which has transformed its label from an industrial neighbourhood into a residential one and low rents that have attracted many people of low income, making it a vibrant and multicultural community. Therefore, the main aim of this paper is to address the implementation of innovative solutions, advanced technologies, ICT and IoT that might enhance people participation in the urban design processes and respond to urban futures challenges. The result of this research will lead to creating a platform to resolve the conflicting values of architectural heritage and smart cities principles, sourcing new sustainable technologies and the integration of the smart infrastructure systems.DOI: https://doi.org/10.20365/disegnarecon.23.2019.14

Public History is a field of the historical sciences where historians carry out activities related to the research and communication of history with and for different audiences. This article aims to analyze the role of Public History in a post-earthquake context and to illustrate the experiences conducted in L’Aquila after 2009, in a synergy between academic institutions, schools, associations and cultural networks. In L’Aquila, historians intervened with their research within the INovating CIty Planning project through Information and Communication Technologies. Through ICT (digital technologies), Public History activities aim to enhance the historical and Cultural Heritage of the city and to restore memory and disappeared traces of places and re-emerged architecture.Information and Communication Technologies may allow a wide and differentiated public to approach the knowledge of their cultural heritage. It is precisely through ICT in L’Aquila that new experiences allow the fruition and communication of no longer visible facies and no longer visitable places, with the aim to propose new areas of research as well as educational and tourist itineraries.DOI: https://doi.org/10.20365/disegnarecon.23.2019.16

The article seeks to contribute to an in-depth understanding, within cyberspace and cyberculture, of the phenomenon of intersectional overlapping of social markers of difference – focusing especially on the individual and social condition of race –, in the conformation of digital vulnerabilities and the resulting material and symbolic violence. This literature survey focuses on the critical analysis of works and authors who, since the 1990s, have been discussing the establishment of connections between these indicators. Intersectional approaches to the understanding of digital abysses corroborate the representations of Black individuals and collectives, pointing to the needs and urgency of the struggles to overcome the dehumanization, silencing, non-recognition, and social suffering imposed on stigmatized subjects. [ABSTRACT FROM AUTHOR]

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