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Este capítulo desarrolla la investigación en materia de metodologías docentes para la enseñanza de la arquitectura de manera transdisciplinar y participativa mediante el aprendizaje servicio. La investigación parte de la generación de una red de conocimiento y formación transdisciplinar para abordar el problema de la vivienda en el medio rural.

A study was conducted to determine the self-perception of future teachers with regard to competences related to the environmental impact of the use of digital technologies. The sample is made up of a total of 1948 participants, of which 235 are men and 1713 are women. They were selected through incidental sampling, seeking to ensure that the sample is made up of students who are part of the degree titles linked to the teaching profession studied at the Faculty of Education Sciences of the University of Seville. The instrument used was the Teacher's Digital Competence and Eco-responsible Use of Technology Scale (Barragán Sánchez et al., 2020). Results indicated that the participants had received less than optimal training and had limited knowledge about technologies and their environmental impact. The study concludes that it is necessary to establish training on the development of environmental competences and their link to educational technologies, starting from the institution, with the aim of guaranteeing the achievement of the Sustainable Development Goals (SDGs).

La mejora continua en los procesos que impulsan a los estudiantes a la adquisición de conocimientos, capacidades y habilidades académicamente relevantes como principios para una enseñanza universitaria enfocada en el estudiantado y en sus competencias, debería sostenerse en unos mecanismos eficientes de coordinación que garanticen una coherencia en los resultados del plan de estudios. Desde la Escuela Técnica Superior de Ingeniería de Edificación (ETSIE) de la Universidad de Sevilla (US), creemos que dichos métodos de coordinación dentro del contexto del Grado en Edificación son recursos fundamentales para garantizar la adquisición por parte de los estudiantes de competencias que cumplan los estándares de calidad establecidos en las directrices del Espacio Europeo de Educación Superior (EEES) y que están de acuerdo con el Sistema de Garantía de Calidad de los Títulos de la US (SGCT_US, 2016). En este sentido, La Dirección de Evaluación y Acreditación (DEVA) tras su informe provisional fruto del proceso de renovación del Grado en Edificación en el curso 2021/22 escribió: Se recomienda poner en marcha los criterios de coordinación vertical y horizontal y formalizar las conclusiones cada año de forma documental (por ejemplo, a través de calendarios de actividades formativas y de evaluación continua, actas o acuerdos de reuniones, etc). Por todo lo anterior, la Dirección de la ETSIE propuso crear un grupo de trabajo formado por profesorado del Grado en Edificación, que examinara la situación real actual en lo que a coordinación horizontal y vertical se refiere para promover la puesta en marcha de la forma más satisfactoria posible, las recomendaciones reflejadas en el informe de la DEVA. Para ello, durante los cursos 2021/22 y 2022/23, se han llevado a cabo sendos proyectos de innovación docente (Martin-del-Rio. et al 2021) (López. et al 2022) enmarcados en los Planes Propios de Docencia de la Universidad de Sevilla (III Plan Propio Universidad de Sevilla, 2023; IV Plan

El uso de la tecnología digital por parte de los niños en el hogar y en la escue-la ha aumentado mucho en los últimos años. Este fenómeno ha dado lugar a estudios que confir-man la necesidad de una adecuada alfabetización digital en los niveles educativos inferiores y, por ende, del profesorado de la etapa de Educación Infantil que les permita adaptarse a la nueva realidad educativa y social. MÉTODO. Se diseña la presente investigación con una metodología ex post facto, con enfoque de investigación descriptivo y de contraste. Su objetivo principal es conocer el nivel de autopercepción de la competencia digital docente (CDD) del profesorado de Educación Infantil en la Comunidad Autónoma de Andalucía (España). Posteriormente, se anali-zan aquellas variables de las que derivan diferencias respecto al nivel competencial y se estable-cen perfiles de identificación. Han participado un total de N= 8881 docentes, a los que se les ad-ministró el instrumento DigCompEdu Check-in englobado dentro del Marco Europeo de Competencia Digital Docente DigCompEdu. Aplicadas las pruebas correspondientes (análisis descriptivo, estadístico de contraste y prueba de Kruskal-Wallis, entre otras). RESULTADOS. Muestran que los sujetos encuestados tienen un nivel de CDD moderado en la mayoría de las áreas estudiadas, aunque en algunas de ellas su nivel competencial es bajo. Asimismo, el estudio determina que existen diferencias respecto a las variables edad, años de experiencia y formación recibida. DISCUSIÓN. Las conclusiones derivadas de este estudio pueden ayudar a desarrollar intervenciones educativas enfocadas a mejorar el bajo nivel competencial de los docentes

En este trabajo de fin de grado vamos a hablar sobre la gamificación en el aula, y cómo esta metodología proporciona aprendizaje a los alumnos y alumnas de infantil. En una primera parte se hablará del término de gamificación, la importancia de la motivación que conlleva para el aprendizaje y los beneficios que nos aporta a la educación. Además, se explicarán algunos recursos TIC que se pueden utilizar para llevar a cabo esta herramienta. Por otra parte, se hablará sobre la utilización de la gamificación adaptada a las necesidades educativas especiales de algunos de los alumnos y alumnas. Finalmente, se realizará una propuesta de intervención para trabajar el área de conocimiento del entorno, a través de la gamificación., In this end-of-grade project we are going to talk about gamification in the classroom, and how this tool provides learning to children's students. In the first part, the term gamification will be discussed, the importance of the motivation it entails for learning and the benefits it brings to education. In addition, some TIC resources that can be used to carry out this tool will be explained. On the other hand, the use of gamification adapted to the special educational needs of some of the students will be discussed. Finally, an intervention proposal will be made to work maths through gamification.

El presente trabajo se desarrolla en el Grado de Educación Infantil de la Facultad de Ciencias de la Educación (Universidad de Sevilla), concretamente en la asignatura “Tecnologías de la Información y Comunicación aplicadas a la Educación Infantil”. El objetivo principal de la investigación está dirigido a comprobar si los aprendizajes adquiridos por el alumnado, a través de la metodología de Flipped Classroom (FC), así como la percepción de Ésta, son útiles para los estudiantes del Grado de Educación Infantil, analizando el nivel de aceptación de dicha metodología medTAM. Para ello, se utiliza un diseño cuasiexperimental, administrando un pretest y postest, a 155 estudiantes para analizar si existen diferencias significativas en el conocimiento adquirido; y estudiar el nivel de aceptación de dicha metodología bajo el Modelo de Aceptación de la Tecnología (TAM) de Davis (1989). Los primeros resultados apuntan, a la existencia de diferencias significativas en los procesos de aprendizaje del alumnado y a la validez de la metodología FC mediante la adaptación del modelo TAM., This study was carried out in the Degree in Early Childhood Education at the Faculty of Education Sciences (University of Seville), specifically in the subject "Information and Communication Technologies applied to Early Childhood Education". The main objective of the research was aimed at checking whether the learning acquired by Early Childhood Education students, through the Flipped Classroom methodology and their perception of it, improves their knowledge and skills. For this purpose, a quasi-experimental design was used, administering a pre-test and post-test to 155 students to analyse whether there were significant differences in the knowledge acquired; and the level of acceptance of this methodology was studied under the Technology Acceptance Model (TAM) of Davis (1989). The first results show, on the one hand, the existence of significant differences in the students' learning processes; and on the other hand, the validation of the Flipped Classroom methodology scale by adapting the TAM model is configured as a valid model.

The use of technologies at home directly influences how children perceive them for their learning at school. Numerous studies have focused on the different ways in which digital technologies are used at home and in schools. These studies attempt to explain how previous experience and knowledge can be linked to the use of technologies at school, the differences between home and school literacies, or how socio-economic status influences the availability of technology in these socio-educational institutions. All of them show that technology has become part of children's lives. Consequently, the aim of this study was to obtain information about the habits, norms and use of technology by children aged 2-6 years in their homes and the differences between genders. To this end, a validated questionnaire was created. A total of 1016 parents completed the questionnaire. The results show the most used technologies, the time of use and whom they are used with, as well as the rules imposed and their opinion about this use. Likewise, there are significant differences that lead to carry out and discuss proposals for STEAM work in Early Childhood Education classrooms in order to empower students.

Making use of digital technologies and all the possibilities that benefit education is one of the objectives of the European Framework for the Digital Competence of Educators, as well as their potential for personal development and social inclusion, among other aspects. The aim of this study was to validate the «DigCompEdu Check-In» scale as an instrument for the self-reflection of educators regarding their digital competence from the perspective of social inclusion. This questionnaire provides a more accurate view of the digital competence framework and allows self-evaluating the strengths and weaknesses/needs of educators in digital learning. Exploratory and confirmatory factor analyses were performed, using structural equations. The study sample consisted of 2,262 faculty members from different public universities of Andalusia (Spain). The obtained results show the reliability and validity of the instrument and allow generating accurate scientific knowledge for the improvement of education quality and social inclusion, in both university and non-university institutions.

En el presente documento se detalla un Trabajo de Fin de Grado (T.F.G) donde se recopila gran parte de la literatura científica acerca de la identidad digital y su gestión de manera segura y cívica siendo los adultos la población diana. Del mismo modo, se hace un breve alegato de qué planes tienen las autoridades mundiales como la Organización de las Naciones Unidas con los Objetivos de Desarrollo Sostenible y los diferentes planes de actuación de las diversas organizaciones europeas como españolas en relación con la identidad digital de la ciudadanía, analizando acerca de qué visión tienen sobre la identidad digital y que planes fomentan su uso. En segundo lugar, se entrega como recurso, una acción formativa de veinte horas de formación, diseñado desde el Exelearning (software de diseño de contenidos educativos) para fomentar entre la población adulta, la gestión segura de sus identidades digitales en la red. Dicha acción formativa permite una navegación sencilla para reducir la brecha digital de la población adulta y se publicará en https://identidad-digitalsegura. on.drv.tw/Identidad_Digital, This document details a Final Degree Project (T.F.G) where a large part of the scientific literature on digital identity and its management in a safe and civic manner is compiled, with adults being the target population. In the same way, a brief statement about what plans world authorities, such as the United Nations Organization, have according to the Sustainable Development Goals, the different action plans of the various European and Spanish organizations in relation to the digital identity of the citizenship, analysing what vision they have about digital identity and what plans encourage its use. Secondly, twenty hours training action, designed from Exelearning (educational content design software) is delivered as a resource to encourage the safe management of their digital identities on the network among the adult population. This training action allows an easy navigation, that helps to reduce the digital gap of the adult population. It will be published “https://identidaddigital- segura.on.drv.tw/Identidad_Digital/” website.

The use of technologies at home directly influences how children perceive them for their learning at school. Numerous studies have focused on the different ways in which digital technologies are used at home and in schools. These studies attempt to explain how previous experience and knowledge can be linked to the use of technologies at school, the differences between home and school literacies, or how socio-economic status influences the availability of technology in these socio-educational institutions. All of them show that technology has become part of children's lives. Consequently, the aim of this study was to obtain information about the habits, norms and use of technology by children aged 2-6 years in their homes and the differences between genders. To this end, a validated questionnaire was created. A total of 1016 parents completed the questionnaire. The results show the most used technologies, the time of use and whom they are used with, as well as the rules imposed and their opinion about this use. Likewise, there are significant differences that lead to carry out and discuss proposals for STEAM work in Early Childhood Education classrooms in order to empower students.

After detecting behavioral problems in an early childhood education classroom and verifying the importance of intervening at early ages, we propose the design of an intervention plan through an educational proposition to modify the problematic behaviors. This proposition is focused on developing standards of conduct through computational thinking using robotics. Firstly, needs were identified; then, an educational proposition was implemented; and, lastly, the results were evaluated. For this study, a mixed methodology (quantitative and qualitative) was used. The instruments selected were observation scale, interview and teacher’s diary. The results show a clear improvement of disruptive behaviors. The technology used contributed to the collaborative resolution of the problem, allowing the students to lead such resolution by stimulating their participation and creativity. Thus, it can be asserted that the development of computational thinking through educational robotics is effective for the improvement of social skills at early ages.

When people lose responsibility towards what surrounds us, thinking that everything belongs to us and we can use it as we please, we run the serious risk of wasting natural resources, we stop respecting and caring for nature and we consider that they are inexhaustible. To change this vision and to contemplate it again, with respect and care, taking into account that any action, no matter how small, favors or affects the detriment of Planet Earth, must be a priority issue in education. In this line we find the ecocentric vision, which considers that nature contains an inherent value, regardless of whether it is useful or not to the human being. The Sustainable Development Goals tend to bring the greatest number of people closer to this ecocentric vision in order to protect all humanity on equal terms, although it represents a huge challenge, because sometimes, it implies unlearning what has been learned, in many cases in an erroneous way. Today’s society is full of messages that contradict this vision of the world, the market economy is aimed at maximum profit and for this, advertising insists on increasing and less responsible consumption, and, in the technological field, this vision is expanded to the nth degree, making any innovation an “imperative” for users. Education must be the spearhead to change the situation, as UNESCO has been stating for decades, through the Reports on education and sustainable development, and which have been put into practice by some authors. The main objective of this contribution is to present a transversal training experience carried out at the University of Seville aimed at training future teachers and educators in skills related to the development of environmental awareness and the responsible use of ICT. The data from the initial evaluation underline that there is this training need and that there is a high interest on the part of the students in working on this topic. The conclusions provide evidence that it is desirable to conti, Cuando las personas pierden la responsabilidad hacia lo que nos rodea, pensando que todo nos pertenece y podemos usarla como deseamos, corremos el riesgo serio de desperdiciar los recursos naturales, dejamos de respetar y cuidar la naturaleza y consideramos que son inagotables. Para cambiar esta visión y contemplarla nuevamente, con respeto y cuidado, teniendo en cuenta que cualquier acción, sin importar cuán pequeña, favores o afecte el detrimento del planeta Tierra, debe ser un problema de prioridad en la educación. En esta línea encontramos la visión ecocéntrica, que considera que la naturaleza contiene un valor inherente, independientemente de si es útil o no para el ser humano. Los objetivos de desarrollo sostenible tienden a acercar el mayor número de personas a esta visión ecocéntrica para proteger a toda la humanidad en igualdad de condiciones, aunque representa un gran desafío, porque a veces implica un desaprendedor lo que se ha aprendido, en muchos casos en un forma errónea. La sociedad actual está llena de mensajes que contradicen esta visión del mundo, la economía de mercado está dirigida a la máxima ganancia y para esto, la publicidad insiste en un consumo aumentado y menos responsable y, en el campo tecnológico, esta visión se expande en el enésimo grado , hacer de cualquier innovación un "imperativo" para los usuarios. La educación debe ser la punta de lanza para cambiar la situación, ya que la UNESCO ha estado declarando durante décadas, a través de los informes sobre educación y desarrollo sostenible, y que algunos autores han puesto en práctica. El objetivo principal de esta contribución es presentar una experiencia de capacitación transversal realizada en la Universidad de Sevilla dirigida a capacitar a futuros maestros y educadores en habilidades relacionadas con el desarrollo de la conciencia ambiental y el uso responsable de las TIC. Los datos de la evaluación inicial subrayan que existe esta necesidad de capacitación y que existe un alto inte

The development of professional practices during the university stage is a fundamental factor for quality skills development. For many students, it is the first real experience in a professional context, so continuous monitoring by teachers is necessary. This article presents an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters’ in Psychopedagogy and Special Educational Needs using a learning management system (LMS) (Blackboard). The experience was developed by a team of teachers from the departments of Didactics and Educational Organization and Research Methods and Educational Diagnosis of the University of Seville (Spain). The aspects to be studied are the development of communication, reflection, and collaborative learning processes during the internship period. After an explicit agreement, 24 students (10 from the course “Professional Practices I” in undergraduate students; and the others from the Master’s) committed to periodically using the blog designed ad hoc for this experience. A content analysis of the speeches posted on the blog was carried out, examining the changes, the advantages, and the disadvantages that this model entailed. It allowed observing similarities and differences between both groups of students. As the main conclusion, there were some differences between the two groups of students, regarding the number, type, and contents of interventions; there were no differences in the assessment of the methodology, all the students thought that it was a very positive assessment of the experience for generating information exchange networks among colleagues and teachers. Finally, the relevance of constant monitoring of the academic tutor was highlighted.

Las claves organizativas para integrar las TIC en los centros educativos andaluces no pueden entenderse sin analizar la gran influencia que han tenido las políticas europeas en los últimos años. De la misma forma, tampoco se conciben sin analizar la especial situación de alarma sanitaria que ha provocado una evolución a marchas forzadas hacia el aprendizaje virtual. En nuestro contexto más cercano, como se demuestra en la Instrucción de 31 de julio, de la Dirección General de Formación del Profesorado e Innovación Educativa, sobre medidas de transformación digital educativa en los centros docentes públicos para el curso 2020/21, la Comunidad Autónoma de Andalucía ha apostado por seguir el modelo propuesto por Europa dentro del Marco europeo para Organizaciones Educativas Digitalmente Competentes (DigCompOrg). Este trabajo destaca la elaboración del Plan de Actuación Digital (PAD), el cual incluye la evaluación de la competencia digital tanto de la institución como de los docentes a través de instrumentos validados que aportan una valoración o feedback inmediato; el diseño del Plan de Formación adaptado a las necesidades concretas de cada organización; así como un Plan de Contingencia en el que se contempla la posibilidad de compatibilizar de forma segura un escenario de docencia presencial y un escenario de docencia telemática. En consecuencia, se establecen distintas líneas de investigación afines a esta temática y se reclama mayor formación para toda la comunidad educativa., The organizational keys to integrating ICT in Andalusian educational centers cannot be understood without analyzing the great influence that European policies have had in recent years. In the same way, they are not conceived without analyzing the special health alarm situation that has caused a forced march towards virtual learning. In our closest context, as demonstrated in the Instruction of July 31, of the General Directorate of Teacher Training and Educational Innovation, on measures of educational digital transformation in public educational centers for the 2020/21 academic year, the Autonomous Community Andalusia has opted to follow the model proposed by Europe within the European Framework for Digitally Competent Educational Organizations (DigCompOrg). This work highlights the development of the Digital Action Plan (PAD), which includes the evaluation of the digital competence of both the institution and the teachers through validated instruments that provide immediate feedback or assessment; the design of the Training Plan adapted to the specific needs of each organization; as well as a Contingency Plan that contemplates the possibility of safely combining a classroom teaching scenario and a telematic teaching scenario. Consequently, different lines of research related to this topic are established and more training is demanded for the entire educational community.

El profesorado en nuestro contexto educativo se ha visto sumergido por los avances tecnológicos, provocando cambios en sus funciones, gestión académica y comunicación, convirtiéndose en guías, mediadores, facilitadores y motivadores de procesos de aprendizajes significativos y relevantes. Dicha situación refleja la importancia que asume en la actualidad la competencia digital docente. En el presente artículo se presenta un estudio realizado al profesorado de la Universidad de Cádiz, que tiene como objetivos conocer el perfil tecnológico y nivel competencial digital del profesorado de la universidad, así como la existencia de diferencias significativas en la autopercepción de las competencias digitales docentes según la rama de conocimiento a la que pertenecen. Para ello, se utilizó una metodología ex post facto de tipo descriptivo, lo que permite aplicarse una vez que el hecho ya ha sucedido, utilizando como instrumento el cuestionario DigCompEdu Check-in. Entre los resultados obtenidos se puede destacar: la necesidad de aportar una mayor relevancia y apoyo institucional a la formación en competencias digitales docentes, la necesidad de una mayor oferta formativa del profesorado universitario ante la escasa competencia digital docente, También se demuestra que las ramas de conocimiento pueden condicionar el desarrollo de la competencia digital docente en el profesorado. El estudio realizado abre camino hacia la posibilidad de contemplar como plan de formación la creación de un entorno formativo que, bajo la arquitectura de t-MOOC ofrezca, de manera gratuita, capacitación del profesorado universitario., Os professores em nosso contexto educacional têm estado submersos pelos avanços tecnológicos, provocando mudanças tanto em suas funções, gestão acadêmica e comunicação, tornando-se guias, mediadores, facilitadores e motivadores de processos de aprendizagem significativos e relevantes. Essa situação reflete a importância que o ensino de competências digitais assume atualmente. Este artigo apresenta um estudo realizado com o corpo docente da Universidade de Cádiz, cujos objetivos são conhecer o perfil tecnológico e o nível de competência digital do corpo docente universitário, bem como a existência de diferenças significativas na autopercepção das competências digitais do magestério, de acordo com o ramo do conhecimento a que pertencem. Para tanto, foi utilizada uma metodologia descritiva ex post facto, que permite sua aplicação uma vez que o evento já tenha ocorrido, utilizando como instrumento o questionário DigCompEdu Check-in. Entre os resultados obtidos, destacam-se: a necessidade de dar maior relevância e suporte institucional à formação em competências pedagógicas digitais, a necessidade de uma maior oferta formativa de docentes universitários face à escassa competência pedagógica digital. o desenvolvimento de competências pedagógicas digitais no corpo docente. O estudo realizado abre caminho à possibilidade de considerar como plano de formação a criação de um ambiente de formação que, no âmbito da arquitetura do t-MOOC, ofereça, gratuitamente, formação para professores universitários., Teachers in our educational context have been submerged by technological advances, causing changes in their functions, academic management and communication, becoming guides, mediators, facilitators and motivators of significant and relevant learning processes. This situation reflects the importance that teaching digital competence currently assumes. This article presents a study carried out on the teaching staff of the University of Cádiz, whose objectives are to know the technological profile and digital competence level of the university teaching staff, as well as the existence of significant differences in the self-perception of teaching digital skills according to the branch of knowledge to which they belong. For this, an ex post facto descriptive methodology was used, which allows it to be applied once the event has already happened, using the DigCompEdu Check-in questionnaire as an instrument. Among the results obtained, the following can be highlighted: the need to provide greater relevance and institutional support to training in digital teaching competencies, the need for a greater training offer for university teaching staff in the face of scarce digital teaching competence, It is also shown that the branches of Knowledge can condition the development of digital teaching competence in the teaching staff. The study carried out opens the way towards the possibility of contemplating as a training plan the creation of a training environment that, under the architecture of t-MOOC, offers, free of charge, training for university teachers.

Without having a reaction time, the pandemic has caused an unprecedented transformation in universities around the world, leading to a revolution from structured models anchored in the conception of transmission of training towards a teaching approach-learning saved thanks to the incorporation of technology. This study aims to verify whether the pandemic situation has influenced the digital competence self-perception of students. Comparing two groups during the academic years 2019/2020 and 2020/2021, the instrument used is the questionnaire for digital competence “DigCompEdu Check-In” for future teachers. After the educational intervention, group A (before COVID-19) presented higher self-perceptions of competence than group B (during COVID-19); the pandemic situation caused by COVID-19 has negatively influenced students’ self-perception of their digital skills in the pretest in the different dimensions under study. Before receiving the training, the group that did not experience the pandemic enjoyed a higher self-perception of their competencies than the group that experienced the pandemic. The data obtained indicate that the difference exists, and that it is statistically significant, and may be a consequence of the clear relationship between selfperception and the way in which students face reality through their personal and subjective vision.

MOOCs are configured as one of the technologies that have been gaining ground in the educational field as a new approach in virtual education. In the past few years, its presence in educational institutions has increased. In addition, the level of research and publications that revolve around these technological developments is increasing. In this sense, this research focuses on the design and validation of the structure, content and tasks of a t-MOOC for the development of the Digital Competence of non-university teachers based on the DigCompEdu Framework of the European Union. For this, a Delphi-type validation design is established using an expert coefficient that has the participation of 191 people. The results demonstrate the validity of the training proposal, as well as the uniformity of criteria of the experts. In this sense, the application and benefits of t-MOOCs as tools for competence development are discussed.

La pretensión de este libro es proporcionar a los futuros docentes las claves fundamentales para interpretar el funcionamiento y organización de los centros escolares. Frente a la complejidad inherente que presenta este campo de estudio y trabajo en un mundo dinámico, abierto y cambiante, estas organizaciones deben dar respuestas coherentes con los nuevos paradigmas educativos. Un claro ejemplo de esto es la adaptación que ha tenido que realizar la comunidad educativa para dar respuesta al problema sanitario, social y económico que ha planteado la pandemia del COVID-19, por lo que compartimos y analizamos las principales reflexiones sobre la respuesta dada en nuestros centros educativos, comparando esta con la proporcionada en otros países y revisando el origen de sus respectivos sistemas educativos y su razón de ser. Los centros educativos son parte fundamental de la estructura de nuestro sistema educativo en tanto que son el marco físico y relacional en el que se lleva a cabo la docencia, así que se hace necesario analizar su organización con respecto a sus elementos espaciales y temporales, su estructura organizativa y sus órganos colegiados y unipersonales. Sin embargo, la situación inédita en la que se han encontrado los centros ha llevado a los equipos directivos y los docentes que forman parte del claustro a interpretar las nuevas necesidades digitales que han surgido en las familias y en los alumnos. Es imprescindible analizar la aceleración de la Transformación Digital y su impacto en la organización y en el avance de los aprendizajes hacia paradigmas deseables en el siglo XXI, por lo que la intervención de la práctica profesional será en centros educativos que están incorporando la digitalización y los Objetivos de Desarrollo Sostenible (ODS) en el camino hacia organizaciones educativas más inclusivas y sostenible

The environmental impact produced by digital technologies is one of the fundamental contents to be developed by teachers of the 21st century. Different investigations raise the need to redesign education towards sustainable models and promote a critical look at digital technologies. The main objective of this manuscript is to design a valid, reliable and useful scale to measure self-perceived teacher digital competence regarding the eco-responsible use of technologies. The instrument has been designed based on a detailed analysis of the main frameworks for the development of digital competence in Europe: INTEF and DigCompEdu. A content validation process has been followed through the expert judgment method. Subsequently, its reliability and validity are estimated using structural equation modeling techniques. The results obtained guarantee the reliability and validity of the model. Therefore, the need to establish environmental teacher training plans and more awareness about the eco-responsible use of technologies is established.

The scarce presence of technologies at the early childhood education level today is a cause for worry. This study aims to provide information on the training of future early childhood education teachers and their relationship with technologies. The work is based on a pretest–posttest methodology through a cross sectional descriptive study. The sample is made up of 535 4th year students of the Degree in Early Childhood Education at the University of Seville. Descriptive and contrast analyses were performed as well as contrast statistics and effect size. The results show that the training received by the students was a key element to improve self-perception of digital competence. There were statistically significant changes between before and after receiving the training. The changes produced always meant an improvement in the students’ self-perception. In the study of their profiles, relevant changes were also identified. Whereas before training subjects were grouped into newcomer and explorer categories, after training they were grouped into the highest profiles: integrator, expert, and pioneer. For this reason, it is necessary to manage training plans to allow future teachers to position themselves at an expert level.