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El Trastorno del Espectro Autista (TEA) es un trastorno del neurodesarrollo caracterizado por déficits en la comunicación e interacción social, así como por patrones restrictivos y repetitivos de conducta, actividades e intereses. Asimismo, es frecuente que el alumnado con TEA muestre problemas de conducta disruptiva, por lo que resulta necesaria la intervención mediante técnicas operantes de modificación de conducta. En el presente trabajo se desarrolla una propuesta de intervención para un alumno con TEA matriculado en el aula específica de autismo del CEIP Ortiz de Zúñiga (Sevilla). La intervención trata de abarcar tanto el trabajo con el alumno, como con el profesorado y la familia del alumno. En concreto, con el alumno se trabajará mediante el Reforzamiento Diferencial de conductas Incompatibles (RDI) las conductas disruptivas que presenta el niño (pegar a los demás, pellizcar a los demás e interrumpir a los demás en el juego o sus tareas). Para ello, se utilizarán las técnicas de modificación de conducta conocidas programa de reforzamiento positivo, para reforzar las conductas incompatibles con las conductas disruptivas (abrazar a los demás, coger de la mano a los demás y jugar con los demás), y por otro lado, se hará uso de castigo negativo, concretamente tiempo fuera de reforzamiento positivo, para tratar de disminuir las conductas disruptivas del alumno. Con el profesorado se trabajará en el asesoramiento sobre el alumno con TEA y en las técnicas de modificación de conducta a realizar con el alumno. Por último, con la familia también se tratará de trabajar en torno al asesoramiento sobre el alumno y la realización de metodologías favorables con el TEA como el uso de rutinas y una agenda visual. Respecto a los resultados esperados, se estima que la consecución de los objetivos propuestos se dé a lo largo de un curso escolar.

Este estudio investigó la influencia del trabajo cooperativo en niños con TDAH en educación primaria. Se destacó la importancia de abordar las necesidades de estos niños y se planteó la hipótesis de que el trabajo cooperativo podría ser una estrategia efectiva para mejorar su rendimiento académico y habilidades sociales. En primer lugar, se revisaron las teorías previas que respaldan la relación entre el trabajo cooperativo y el desarrollo de habilidades sociales, así como la mejora del rendimiento académico en estudiantes con TDAH. La metodología utilizada en este estudio involucró encuestas para recopilar datos sobre las percepciones y experiencias de profesores en relación con el trabajo cooperativo y el TDAH. Se analizaron las respuestas y se obtuvieron resultados significativos que respaldan la efectividad del trabajo cooperativo en la mejora del rendimiento académico y las habilidades sociales de los niños con TDAH. En conclusión, se destacó la importancia de implementar enfoques cooperativos en el aula para abordar las necesidades específicas de los niños con TDAH. Se resaltó que el trabajo cooperativo ofrece un entorno inclusivo, promueve el desarrollo de habilidades sociales y puede tener un impacto positivo en el comportamiento y el rendimiento académico de los estudiantes. Estos hallazgos respaldan la importancia de utilizar estrategias cooperativas para mejorar la experiencia educativa de los niños con TDAH en la Educación Primaria

This research article focuses on the design and validation of a questionnaire to analyse future teachers' perceptions of professional skills through the use of Augmented Reality (AR) in higher education, specifically for students in the field of Educational Sciences. The sample consisted of 575 students of Early Childhood Education, Primary Education and Pedagogy during the academic year (2021/2022). The focus of this study is to authenticate a questionnaire that measures the influence of Augmented Reality (AR) on aspects such as situated learning, motivation, and the necessary instructional preparations for the successful integration of AR within classroom educational encounters. The questionnaire is an online Likert-type scale developed based on three dimensions: situated learning, motivation and training. The data were analysed using the Statistical Package for the Social Sciences (SPSS) version 25 and JASP 0.17.1. The questionnaire met the standards recommended for validation. However, improvements to the instrument are suggested. In conclusion, validation of instruments is necessary to gain a rigorous understanding of the impact of new learning environments.

Artificial intelligence (AI) is influencing various sectors of society, including the educational field. The use of AI can have great potential in education, however, it is necessary to know both its performance and its limitations. The main objective of this study is to analyze the prompts made by teachers in initial training in relation to the topic of specific educational support needs, classifying them according to Bloom's Taxonomy. For this, 63 students from the first year of the Primary Education Degree in the subject Information and Communication Technology applied to Education participated. The results show that the highest frequency of prompts made by students correspond to the highest levels of Bloom's taxonomy (apply and create), which suggests that students are capable of using the knowledge acquired in the subject to create new learning situations with their future students. This confirms that the implementation of this methodology is beneficial for the development of cognitive and pedagogical skills of future teachers.

The present study is focused on the digital transformation of higher education in Ecuador and Spain, and it analyses how this transformation is affecting both students and faculty members. On the one hand, this study aims to describe the motivation, satisfaction and assessment of online and face-to-face teaching of higher education students in educational degrees. On the other hand, it aims to compare the evaluation of online and face-to-face teaching between Ecuadorian and Spanish students in order to determine their educational preferences. Differences between Ecuadorian and Spanish students were analysed from a non-experimental approach, following a descriptive and inferential methodology, in which a questionnaire was administered through the Google Forms platform. The sample was constituted by 1,745 university students, of whom 72.1% were Ecuadorian and 27.9% were Spanish. The results indicate that online education presents unique challenges, such as the lack of physical interaction, the difficulty to keep the attention of the students, and the need to effectively use technological tools. The motivation and satisfaction of Ecuadorian and Spanish students vary as a function of teaching modality, with face-to-face teaching being preferred by the students. It is thus concluded that aspects such as autonomy, the search for information and the management of projects are the skills proposed to continue advancing. Our proposal is to continue to search for variables that favour subjective well-being, integrating the learning models with the social context, and advancing in didactic resources, digital pedagogies and describe the motivation, satisfaction and evaluation of new digital learning environments and face-to-face teaching of higher education students of educational degrees. To compare the evaluation of new digital learning environments and face-to-face teaching between Ecuadorian and Spanish students in order to determine their educational preferences.

La robótica educativa se ha utilizado para reforzar el aprendizaje de estudiantes de educación infantil con dificultades de aprendizaje en áreas académicas como matemáticas, lengua, incluso idioma extranjero; sin embargo, es importante señalar que el fin último de la implementación de robótica en las dinámicas educativas con este alumnado no se centra únicamente en la adquisición de conocimientos sobre robótica y/o programación, sino más bien como “herramientas de aprendizaje” para fomentar el desarrollo y adquisición de múltiples habilidades específicas. En este trabajo exponemos diferentes aplicaciones móviles (Apps) para la enseñanza de la robótica y el pensamiento precomputacional en niños y niñas con necesidades educativas especiales que estén cursando educación infantil, o que, aunque no se encuentren matriculados en ese nivel educativo, estén estudiando currículos adaptados para esas edades. Con estas Apps, jugando, y de una forma muy visual y divertida, los estudiantes aprenden habilidades básicas para el siglo XXI, como ciencia, programación, lógica, algoritmos, etc. La gran mayoría están en traducidas a varios idiomas, pero el que no lo estén no supone problema alguno ya que son muy intuitivas y están preparadas para personas no angloparlantes, de hecho, se pueden manejar sin incluso saber leer ni escribir., Educational robotics has been used to reinforce the learning of Early Childhood Education students with learning difficulties in academic areas such as mathematics, language, even foreign languages; however, it is important to point that the ultimate goal of implementing robotics in educational dynamics with these students is not focused on the acquisition of knowledge about robotics and/or programming, but rather as "learning tools" to encourage learning, development and acquisition of multiple specific skills. In this paper we expose different mobile applications (Apps) for the teaching of robotics and precomputational thinking in children with special educational needs who are studying Early Childhood Education, or who, although they are not enrolled in that educational level, are studying curricula. adapted for those ages. With these Apps, playing, and in a very visual and fun way, students learn basic skills for the 21st century, such as science, programming, logic, algorithms, etc. The majority are translated into several languages, but they are not is not a problem since they are very intuitive and are prepared for non-English speakers, in fact, they can be handled without even knowing how to read or write.

This paper proposes a development model of the adaptation capacity of students to digital transformation in university teaching through three constructs: motivations, digital pedagogy, and student autonomy. For this study, an ad hoc scale was created to record the adaptation capacity of students to digital transformation. The sample was 483 students from the University of Seville (Spain), to whom an online survey was administered during the development of online teaching in the period of November 2020 using the Google Forms platform. The findings of this study showed that university student motivation acquired a greater threshold than autonomy, whose threshold in turn, was greater than that of digital pedagogy in the ability to adapt to online teaching and that the capacity of adaptation to the online modality is explained by the perception that university students have of the usefulness, products, and learning outcomes, among others. In conclusion, the lack of adequate and enabled study spaces is key to developing the online model. We consider all these aspects as prospective research objectives.

The aim of this study was to determine the post-pandemic learning adaptation scenarios from the perspective of university students from the Faculty of Education Science of the University of Seville (Spain) as a function of the competencies identified in the context of digital transformation. This was a non-experimental, descriptive study that used a short version of the Scale of Attitudes on the Perceptions of Future Teachers toward the New Post-pandemic Educational Scenarios (SANPES). The sample consisted of 972 students of the University of Seville (Spain) (72% women, 28% men), registered in the academic year 2021–2022. A cluster analysis was performed, using a hierarchical procedure (dendrogram), followed by a non-hierarchical procedure (k-means algorithm). The results show significant differences in the responses of the university students. Conclusions: progressive models or scenarios of adaptation to post-pandemic learning based on some student competencies, such as motivation, collaboration, self-learning and digital methodology: (a) initial adaptation model, (b) moderate adaptation model, and (c) advanced adaptation model.

In the last decades, the notion of universal design for learning (UDL) has gained prominence in the Greek educational scene (former government plan in education, projects based on UDL). This educational philosophy is essentially a necessary inclusive practice given the new conditions, the extreme heterogeneity of the student population due to socio-political and economic factors, and the exceptional circumstances due to COVID-19 pandemic. The UDL aims to ensure access and equity in learning for all learners despite differentiating characteristics. With our study, we seek to investigate whether teachers in secondary and second chance schools (SCS) are ready to implement UDL, what their expectations are, what obstacles they face, and the results of implementation through their records in reflection journals, a practice that is fully consistent with the context of UDL.

Este trabajo se basa en la realización de un análisis descriptivo de las opiniones del profesorado de la Facultad de Ciencias de la Educación de la Universidad de Sevilla sobre la formación online durante el período de pandemia originado por el COVID-19. Se pretende conocer los desafíos que esta formación ha planteado a los docentes tanto en la evaluación y participación del alumnado, como en la interacción entre profesores y adaptaciones del material educativo a dicha formación. La recogida de información se ha realizado mediante un cuestionario utilizando la herramienta de Google Formulario, el cual ha sido respondido por 100 profesores de la Facultad de Ciencias de la Educación de la Universidad de Sevilla. Los resultados obtenidos demuestran que, desde la perspectiva del profesorado universitario, la participación del alumnado ha disminuido considerablemente durante la educación online respecto al escenario presencial habitual. Sin embargo, a pesar de esta disminución de la participación del alumnado, se constata que el profesorado tiene una visión positiva sobre la educación online y considera que es un elemento útil complementario a la educación presencial., This work consists in the realization of a descriptive analysis of the opinions of the teachers of the Faculty of Education Sciences of the University of Seville about online education during the period of pandemic caused by COVID-19. It is intended to know the challenges that this training has posed to teachers both in the evaluation and participation of the students, as well as in the interaction between teachers and adaptations of the educational material to said education. The collection of information has been carried out through a questionnaire using the Google Form tool, which has been answered by 100 professors from the Faculty of Educational Sciences of the University of Seville. The results show that, from the perspective of university teachers, the participation of students has decreased considerably during online education compared to the usual face-to-face scenario. However, despite this decrease in student participation, it is found that teachers have a positive view of online education and consider that it is a useful element complementary to face-to-face education.

El presente trabajo trata sobre esclerosis múltiple y empleo y su principal objetivo es conocer las necesidades personales que las personas con esclerosis múltiple pueden tener al desarrollar su carrera profesional, con el propósito de que se tome conciencia sobre la realidad que éstas personas viven. Para poder desarrollar esta investigación, hemos realizado un breve repaso sobre EM, para así poder contextualizarlo, además de una revisión de investigaciones realizadas en este ámbito. Para conseguir nuestro objetivo, se ha seguido una metodología mixta (cuantitativa-cualitativa), en la que han participado 396 personas en el apartado cuantitativo, y 8 personas en el cualitativo, entre los que encontramos pacientes, asociaciones y neuróloga. Los resultados muestran que la mayoría de los encuestados han tenido que realizar cambios en su carrera profesional debido a la enfermedad, así como un 44,09% ha tenido que abandonarla por la sintomatología presentada. Por lo que, concluimos que el impacto que la enfermedad puede llegar a tener a nivel laboral es alto, así como que las adaptaciones y la sensibilización por parte de la empresa ayudan en la retención laboral., The present study deals with the relationship between multiple sclerosis and employment. Its goal is analysing the personal needs that people with this illness might have when it comes to developing their professional career. Our main purpose is creating awareness about the reality these people go through. In order to do this research, we have carried out a brief revision on the subject as well as the corresponding findings of different pieces of research so we can contextualise it. For the purpose of achieving our goal we have followed a mixed methodology, both quantitative (with 396 informants) and qualitative (with 8 informants), among whom we can find patients, associations and a neurologist. The results show that the majority of those surveyed have had to make changes in their professional career due to the disease, as well as 44.09% have had to abandon it due to the symptoms presented.

Este trabajo investiga las competencias digitales que posee el profesorado para afrontar con garantías y seguridad la enseñanza digitalizada y online con su alumnado, perteneciente al tercer ciclo de educación primaria del "CEIP Capitán General Julio Coloma Gallegos". Ya que a raíz de la pandemia, originada por la Covid- 19, la enseñanza ha sufrido una gran transformación digital, lo cual ha conllevado a que los docentes cambien su metodología de enseñanza y apoyen esta última con diferentes recursos digitales educativos. Lo hacemos a partir de un enfoque metodológico descriptivo, basado en la realización de una encuesta cerrada a seis docentes, tutores responsables de las tres líneas correspondientes al tercer ciclo de educación primaria, donde apreciamos tras los resultados de dicha investigación, que el profesorado posee un nivel bajo en referente a las competencias digitales. Por último, con idea de apoyar al docente con el desarrollo de su labor educativa, ofrecemos un creativo listado de recursos y herramientas digitales educativas., This study looks into the skills that teachers need to have in order to deal e-learning in a confident manner with their students, which attend the third cycle of primary education of the "CEIP Capitán General Julio Coloma Gallegos". Due the pandemic caused by Covid-19, teaching has undergone a mayor digital transformation, which has led teachers to change their teaching methodology supporting this change with different digital educational resources. We focus this study from a descriptive methodological approach, based on conducting a closed survey of six teachers (tutors in charge of the three areas of the third cycle of primary education), where we noted after examining the outcome of mentioned research that the teachers have a low level on digital skills. Finally, with the aim of supporting teachers in their educational performance, we are offering a creative list of digital educational resources and tools.

The aim of this study is to determine the perceptions of university students toward teaching– learning processes during the COVID-19 pandemic. This research gathers inquiries made worldwide on the perceptions of students in higher education during a state of alarm. The proposed objectives were (a) to analyse the perception of students toward teaching–learning processes in university; (b) to determine the assessment given by students about the changes that took place in university teaching as a result of COVID-19; and (c) to explore resources (hardware and software), professional collaboration, digital pedagogy and student empowerment (motivation) regarding digital education and recent changes in university teaching due to the pandemic. This study used a non-experimental, descriptive design based on opinion polls or surveys. The results show a positive correlation between digital pedagogy, student motivation and digital environments. As a conclusion, we encourage the scientific community to continue delving into the motivation, collaboration and reflective exchange of experiences, self-learning and promotion of initiatives that foster the development of competencies in future teachers. It is also important to continue the research on integrated designs in training processes in university, tutoring and continuous evaluation, as they are key for digital transformation in universities.

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

This article presents an empirical study on the perceptions of university students toward the development of the teaching practicum, using the CourseSites platform as a communication and support tool for their training. The opinions of the students were collected through a questionnaire. The sample consisted of 1500 students who were registered in the degrees of Early Childhood Education, Primary Education and Pedagogy (2008-2018). A descriptive, inferential and multi-level analysis was conducted, which confirmed that future teachers had activated their professional competences, as they had the chance to share their internship experiences with their faculty members and with their own classmates.

Nuestros hábitos la mayoría de las veces determinan nuestro destino y mantener unos hábitos saludables determinará en gran medida cual será nuestra salud en un futuro. Mientras antes empecemos a seguir las pautas de un estilo de vida saludable menos complicaciones nos veremos obligados a tener que enfrentar. El siguiente estudio plantea identificar los conocimientos generales en nutrición de familias y profesorado, para determinar si esta podría ser la causa de uno de los factores de riesgo del desarrollo de diabetes tipo 2 a temprana. Por lo tanto, la muestra de estudio está compuesta por 52 familias y 15 profesores de alumnos provenientes de distintos colegios de educación primaria, distribuidos por la provincia de Sevilla capital. Para la recogida de información sobre cuestiones generales de nutrición, se utiliza un instrumento de recogida de datos, el cual será un cuestionario para una muestra de población compuesta por un lado de profesores y por otro lado de familias que quisieron colaborar. Los resultados han dado lugar una identificación de un alto grado de desconocimiento tanto por parte de las familias como del profesorado. Como conclusión nos hemos basado en una propuesta que consiste en reforzar y promover una educación alimentaria desde la escuela, ya que creemos que debería de ser un ámbito igual de importante cómo lo es el de la educación física, y al que siempre, como hemos podido comprobar, se le ha dado menos importancia. Además de esto, también creemos de una importancia vital, proponer programas de formación sobre conocimientos generales de nutrición para familias y profesorado., Our habits most of the time determine our destiny and maintaining healthy habits will determine to a large extent what our health will be in the future. The earlier we begin to follow the guidelines of a healthy lifestyle, the less complications we will have to face. The following study proposes to identify the general knowledge in nutrition of families and teachers, to determine if this could be the cause of one of the risk factors of the developmentof type 2 diabetes to early. Therefore, the study sample is composed of 52 families and 15 teachers of students from different primary schools, distributed by the province of Seville capital. For the collection of information on general questions of nutrition, a data collection instrument is used, which will be a questionnaire for a population sample composed of teachers and families that wanted to collaborate. The results have led to an identification of a high degree of ignorance on the part of both families and teachers. In conclusion we have based on a proposal that is to strengthen and promote a food education from school, because we believe that it should be an equally important area as is that of physical education, and that always, as we have been able check, it has been given less importance. In addition to this, we also believe it is of vital importance to propose training programs on general knowledge of nutrition for families and teachers.

This empirical study presents university students‟ perceptions of professional competencies through the use of such technologies as Augmented Reality (AR). The possibilities offered by this technology allow designing educational environments with different contexts that involve non-traditional practices. An online questionnaire was used to gather the data about their opinions of the use of the AR and the factors supporting the development of good professional practices. The sample consisted of 1920 students from the departments of Early Childhood Education, Primary Education and Pedagogy in the 2015/16 and 2016/17 academic years. To analyse the data, the statistical software SPSS 23.0TM was used. Descriptive, inferential and multilevel analyses were conducted. Three researchers analyzed and categorized the students‟ comments, suggestions, opinions and critics before and after the teaching intervention with the AR. Then, Cohen‟s kappa of 0,70 coefficient was used to calculate interrater reliability value. The results indicate that we must improve our learning design by incorporating simplicity and flexibility to it. On the other hand, we have managed to activate the professional skills of our students. We propose improvements in relation to the activity that should be intuitive, conmfortable and esay. We add that personalized work ia a very relevant aspect.

El presente estudio surge de la necesidad de conocer las percepciones y actitudes del profesorado en cuanto a la diversidad funcional y al Diseño Universal para el Aprendizaje(DUA), así como la relación e influencia que pueden existir entre ambos conceptos y el síndrome de Down.Para la recogida de datos, se han utilizado dos instrumentos: por un lado, un cuestionario para una muestra de 38 docentes y, por otro lado, una entrevista realizada a tres maestras del CDP Huerta Santa Ana, en Gines (Sevilla). Para analizar toda la información se ha recurrido a una triangulación entre las respuestas de la entrevista y las tablas de distribución de frecuencia del cuestionario, unido a una diferenciación de algunas respuestas según la etapa o especialidad educativa de los encuestados.Los resultados revelan aspectos significativos en torno a los dos términos principales objetos de estudio, resaltando un moderado conocimiento en cuanto a la diversidad funcional pero poco uso de esta nomenclatura y, sobre todo, un gran desconocimiento por parte de los docentes sobre el Diseño Universal para el Aprendizaje. A pesar de ello, la mayoría de los profesionales coinciden en que los principios del DUA se pueden llevar a cabo y pueden ser beneficiosos para los alumnos con síndrome de Down. Destaca también una predisposición buena por su parte para la inclusión de estos alumnos aunque inciden enla falta de formación y de recursos., Thisstudy arises from the need to know the perceptions and attitudes of the teaching staff aboutfunctional diversity and Universal Design for Learning (UDL), as well as the posible relationship and influence between both concepts and Down syndrome.For the data’s collection, two instruments were used: on the one hand, a questionnaire for a sample of 38 teachers and, on the other hand, an interview forthree teachers from the CDP Huerta Santa Ana,in Gines (Seville). To analyze all the information, a triangulation was used between the answers of the interview and the frequency distribution tables of the questionnaire, together with a differentiation of some answers according to the educational stage or specialty of the respondents.The results reveal significant aspects around the two main terms of study, highlighting a moderate knowledge aboutfunctional diversity but little use of this nomenclature and, above all, a great ignorance on the part of the teachers about the Universal Design for Learning. Despite this, most professionals agree that UDL’sprinciples can be carried out and can be beneficial for students with Down syndrome. It also highlights a good predisposition on their part for the inclusion of these students although they affectthe lack of training and resources.

Esta investigación plantea un análisis descriptivo de conocimientos y percepciones generalizadas de profesores de Educación infantil y Primaria acerca de la diversidad funcional e hipoacusia, así como su riesgo de exclusión social en la actualidad y su relación con las TIC y APP como herramientas inclusivas en la Educación. Para la recogida de información sobre la problemática de la diversidad funcional e hipoacusia, se han utilizado dos instrumentos de recogida de datos. Por un lado, un cuestionario con Google Formulario para una muestra de 128 profesores/as de Educación Infantil y Primaria de Andalucía. Por otro lado, se realizan dos entrevistas a dos profesoras especializadas en necesidades educativas especiales. Los resultados de nuestra investigación nos revelan aspectos significativos de la formación de la Diversidad Funcional e Hipoacusia, así como la necesidad de mejorar la formación de los docentes de inclusión en áreas de necesidades educativas especiales y la formación TIC pragmática para alumnos hipoacúsicos. La principal aportación de este estudio es que destaca la poca formación en TIC y APP como herramientas inclusivas para alumnos hipoacúsicos a pesar de revelar posturas favorables de su uso en el aula, así como el desconocimiento generalizado en las APP gratuitas más utilizadas actualmente para hipoacúsicos en educación., This research presents a descriptive analysis of the generalized knowledge and perceptions of nursery and primary education teachers about functional diversity and hearing loss, as well as their risk of social exclusion and their relationship with ICT and APP as tools including in Education. For the collection of information on the problem of functional diversity and hearing loss, data collection instruments have been used. On the one hand, a questionnaire with Google Form for a sample of 128 teachers of Early Childhood and Primary Education in Andalusia. On the other hand, two interviews were conducted with two teachers specialized in special educational needs. The results of our research reveal important aspects of the formation of Functional Diversity and Hearing loss as well as the need to improve the training of inclusion teachers in areas of special educational needs and pragmatic ICT training for hearing impaired students. The main contribution of this study is the small training in ICT and APP as even tools for hearing impaired students despite revealing favourable postures of their use in the classroom, as well as widespread ignorance in the free APP's education

The present article shows the development of a study that analyzed the possibilities of academic WhatsApp groups as alternative communication systems for virtual tutoring in the university environment. Through a descriptive study with 317 students from three different degrees, the results obtained indicate that the implementation of academic WhatsApp groups would make a helpful tool for improving the communication with their classmates and the virtual tutoring with their teachers, increasing their level of written expression and participation

The aim of the presented study is to identify the attitudes of future teachers (in pre-service teacher education) toward Augmented Reality (AR) applications. The innovation experience was carried out in the academic year 2016/17. For the collection of data, the Augmented Reality Applications Attitude Scale (ARAAS), by Küçük, Yilmaz, Baydaş & Göktaş (2014), was adapted to the Spanish context. It is a Likert scale grouped into three dimensions that determine the attitudes of future teachers toward the use of AR applications in education, which are Relevance, Satisfaction and Reliability. In order to analyse data, the statistical software SPSS 23.0 was used. The Bartlett test of sphericity and the Kaiser-Meyer-Olkin (KMO) test for sampling adequacy were also conducted. Results of the study led to the following conclusions: the students developed a favourable attitude in their role as future teachers toward the use of AR applications as learning tools, which have also provided deep learning.

Esta investigación tuvo como objetivo proponer un modelo de evaluación integral y continua de la calidad docente en la Universidad Nacional Pedro Henríquez Ureña (UNPHU), ubicada en Santo Domingo, República Dominicana. En el estudio se utilizó la metodología mixta, con un diseño no experimental y transversal, estudio de campo, con alcance exploratorio y descriptivo. Para el levantamiento de información se utilizaron dos cuestionarios y la aplicación de grupo focal. Los participantes lo conformaron 300 docentes y 22 estudiantes. En el análisis cuantitativo, los hallazgos indicaron que un alto porcentaje de profesores conoce el perfil del docente, de manera que saben que se espera de su práctica. Referente a la evaluación docente aplicada, un número considerable no conoce el proceso y no reciben retroalimentación de los resultados. Respecto a los hallazgos cualitativos, los estudiantes participantes perciben las competencias que poseen los docentes y las que les faltarían para ser el profesor ideal; en cuanto a la evaluación docente, consideran que deben evaluar todos los profesores, acortar el cuestionario y que sea aplicada de manera continua. Los resultados obtenidos direccionan a la revisión del proceso de evaluación docente, a la elaboración de un programa de inducción, capacitación y desarrollo docente en las mejores prácticas para que sean los docentes que el siglo XXI demanda para garantizar la formación de egresados de calidad. Al final del informe de investigación, se presenta una propuesta de evaluación integral y continua de la calidad docente, con la finalidad de innovar este importante proceso., The objective of this research was to propose a model for an integrated and continuous assessment of teaching quality at the Universidad Nacional Pedro Henríquez Ureña (UNPHU), located in Santo Domingo, Dominican Republic. The study uses the mixed methodology, with a non-experimental and transversal design, field study, with exploratory and descriptive scope. Two questionnaires and focal group application are used for the collection of information. The participants consisted of 300 teachers and 22 students. In the quantitative analysis, the findings indicated that a high percentage of teachers know the profile of the professor, in the way they know they are expected to practice. Regarding applied teacher evaluation, a considerable number do not know the process and do not receive feedback from the results. Regarding the qualitative findings, the participating students perceive the competences that the teachers have and those that are lacking for the ideal of the teacher; as for teacher evaluation, they consider that all teachers should be evaluated, shorten the questionnaire and be applied continuously. The results obtained lead to a review of the teacher evaluation process, the development of an induction program, training and teacher development in the best practices to be the teachers that the 21st century demands to guarantee the training of graduates quality. At the end of the research report, a proposal for comprehensive and continuous evaluation of teaching quality is presented, with the aim of innovating this important process.

El siguiente estudio plantea el análisis de conocimientos y percepciones generales que familias y profesorado poseen acerca de la diversidad funcional y autismo, así como el estudio de situación de las TIC y su inclusión educativa en este ámbito, extendiéndose a las App y percepciones de Buenas Prácticas Educativas. Para la recogida de información sobre diversidad funcional y autismo, y aplicaciones TIC, se utilizan dos instrumentos de recogida de datos. Por un lado, un cuestionario para una muestra de 45 personas conformada por profesores/as y padres y madres del CEIP Joaquín Turina de Sevilla. Por otro lado, se realizan tres entrevistas a tres profesores del mismo centro con distintas especialidades educativas. Para el análisis de la información recogida se utilizan tablas de distribución de resultados, análisis de las encuestas en función de las respuestas de los docentes y diferenciación de resultados entre familias y profesorado. Los resultados revelan aspectos significativos de inclusión y formación de la Diversidad Funcional y TICs, como la necesidad de mejorar la formación general en TIC para necesidades educativas especiales, la carencia de ofertas formativas dentro del sistema educativo ordinario en este ámbito así como la numerosa existencia de plataformas que mejoran la accesibilidad TIC. La principal aportación de este estudio es que destaca la existencia de un pobre conocimiento del concepto de diversidad funcional, así como reafirma carencias de formación en la implementación del uso de las TIC para la educación en diversidad funcional y autismo, a pesar de revelar posturas totalmente favorables con respecto a su uso en el aula.

After the international recognition of older persons (1999 was declared the international year of older persons, under the motto: "a society for all ages"), the concern of current society about them, as an emerging social strength, has been reflected in the development of numerous initiatives. Nowadays, the services and programs offered should no longer be related only to protection and assistance, since it has been demonstrated that most older persons are still in an optimal stage of development, which comes with risks and losses, but also with rewards and opportunities. As a consequence of this situation, new initiatives and programs are being designed (e.g., senior universities) with the aim of providing the maximum number of opportunities of educational, social and cultural development for older persons. These initiatives favor the mental and physical health of the elderly while they increase their cultural baggage, which helps them to further develop their personality and show their creativity. All of the above mentioned justifies the purpose of the present study, which is focused on knowing the willingness of older persons to keep learning at that stage of life, the information they have about university educational programs designed for the elderly and their initiative to participate in some higher education program for senior citizens., Después del reconocimiento internacional de las personas mayores (1999 fue declarado el año internacional de las personas mayores, bajo el lema: "una sociedad para todas las edades"), la preocupación de la sociedad actual por ellos, como una fuerza social emergente, se ha reflejado en el desarrollo de numerosas iniciativas. Hoy en día, los servicios y programas ofrecidos ya no deberían estar relacionados solo con la protección y asistencia, ya que se ha demostrado que la mayoría de las personas mayores se encuentran en una etapa óptima de desarrollo, que implica riesgos y pérdidas, pero también recompensas y oportunidades. Como consecuencia de esta situación, se están diseñando nuevas iniciativas y programas (por ejemplo, programas universitarios para mayores) con el objetivo de proporcionar el máximo número de oportunidades de desarrollo educativo, social y cultural para las personas mayores. Estas iniciativas favorecen la salud mental y física de los ancianos mientras aumentan su bagaje cultural, lo que les ayuda a desarrollar aún más su personalidad y mostrar su creatividad. Todo lo anterior justifica el propósito del presente estudio, que se centra en conocer la disposición de las personas mayores para seguir aprendiendo en esa etapa de la vida, la información que tienen sobre los programas educativos universitarios diseñados para las personas mayores y su iniciativa de participar en algún programa de educación superior para personas mayores.

El propósito de esta investigación es analizar los procesos de evaluación para una gestión de calidad en los centros educativos de tanda Extendida en el Segundo Ciclo del Nivel Primario del Distrito Educativo 10-02 desde las perspectivas de los directivos, docentes y equipos de gestión con base de elaborar una propuesta de mejora para la gestión institucional y pedagógica. Además de ofrecer una serie de criterios e indicadores de calidad derivados de la revisión y análisis bibliográfico de documentos, planteamientos teóricos, orientaciones y estrategias de evaluación que se hayan presentado, que permitan emprender y organizar procesos de evaluación de la calidad de la educación en los centros educativos de Jornada Escolar Extendida. La metodología seguida, se inserta en un estudio mixto donde se combinan métodos cualitativos y cuantitativos y se revelan los fenómenos más significativos de la investigación buscando la comprensión de problemas educativos que se generan en las instituciones, a corto, mediano y largo plazo. Las técnicas utilizadas fueron encuestas, entrevistas y grupos focales, se analizaron los datos en atención a categorías derivadas de la clasificación de la información recabada producto del análisis bibliográfico, considerando las dimensiones y categorías siguientes: a) Organización, b) Planificación, c) calidad, d) formación e) comunicación y análisis sobre evaluación de la calidad en la gestión institucional en las escuelas donde se pudo evidenciar la existencia de distintas formas, métodos y estrategias de abordar los procesos de evaluación en la institución, resaltándose en reiteradas ocasiones que los directivos de los centros educativos enfocan la evaluación más a la medición de los aprendizajes de los alumnos/as, considerando en su mayoría criterios e indicadores para emprender procesos de evaluación pertinentes. En ese mismo orden se derivaron para ser presentados en éste estudio, nueve (09) criterios referidos a Organización, seis (06) crit, The purpose of this research is to provide a set of criteria and quality indicators derived from a literature review and analysis of documents, theoretical approaches , guidelines and evaluation strategies that have been introduced , enabling them to develop and organize processes of quality assessment education in schools Extended School Day .The methodology is inserted into a joint study in which qualitative and quantitative methods are combined and the most significant phenomena of research seeking understanding of educational problems arising in the institutions , in the short, medium and long term are revealed. The techniques used were surveys, interviews and focus groups, the data were analyzed considering categories derived from the classification of the information collected product literature review , considering the dimensions and categories considered : a) Organization b) Planning, c ) quality , d ) training e) communication and analysis on quality evaluation in institutional management in schools where they could demonstrate the existence of different forms, methods and strategies to address evaluation processes in the institution focusing repeatedly that the directors of the schools focus more on the evaluation measurement of students learning, considering most criteria and indicators to undertake relevant assessment processes. In that order were derived to be presented in this study , nine ( 09) criteria relating to organization , six ( 06) criteria to planning, nine ( 09) criteria to quality, seven ( 07) criteria to training and nine (9) criteria related to communication . These criteria will serve as a model to guide the processes of quality assessment in educational institutions.

A presente investigação pretende abordar a importância das plataformas colaborativas para a informação e formação dos professores do 1º Ciclo do Ensino Básico, que no exercício da prática letiva têm que aplicar pedagogias diferenciadas para as crianças com dificuldades de aprendizagem. Verificamos que muitos docentes não tiveram na sua formação inicial muita formação em TIC e que no 1º Ciclo não fazem recurso intensivo a meios tecnológicos. Considerando as lacunas formativas ainda existentes ao nível tecnológico, mesmo assim os professores assumem a importância do uso de tecnologia e por isso resolvemos abordar a possibilidade de criação de uma plataforma colaborativa virtual, que pudesse colmatar as falhas de recursos pedagógicos na área específica das dificuldades de aprendizagem e ao mesmo tempo aprofundar a formação dos professores nesta matéria. Atendendo às necessidades das crianças com dificuldades de aprendizagem elencamos diferentes tipos de dificuldades e interrogamo-nos como uma plataforma colaborativa poderia ser útil aos professores no aprofundamento dos seus conhecimentos sobre a melhor forma de lidar com as dificuldades dos seus alunos. Investigamos a importância da utilização das plataformas colaborativas e a sua importância para a educação e para a ligação entre os professores do mesmo nível de ensino. Nas sociedades desenvolvidas a aprendizagem ao longo da vida requer uma aprendizagem colaborativa e essa capacidade pode ser potenciada pelo uso das plataformas virtuais. Elaborámos um inquérito aos professores em que se pretende avaliar a disponibilidade destes em participar numa plataforma especificamente vocacionada para a troca de informações e materiais acerca das dificuldades de aprendizagem e concluímos que existe da parte dos docentes vontade de colaborar numa iniciativa deste tipo., This research aims to address the importance of collaborative platforms for information and training of teachers of the Portuguese Basic Level-first Cycle of Studies, that in their pratice need to elaborate special activities for children with learning difficulties. We verified that a large number of teachers didn’t have any particular training about the new technologies of information and communication in their initial training and that at the first grade level they don’t use technology in an intense way. Considering the initial lack of technological formation, even so the teachers assume the importance in the technology use and therefore we considered the possibility to start a virtual collaborative platform that could help in the lack of pedagogical means and at the same time help to improve the teachers training in this area. Bearing in mind the needs of children with learning difficulties, we make a list of different types of difficulties and we ask ourselves how a collaborative platform could be useful to the teachers to further knowledge in order to address the students’ difficulties. We have researched the importance of collaborative platforms and their importance to teachers of the same knowledge area as well as for teachers from different areas. In the developed societies the capacity to learn through a lifetime requires collaborative learning and that capacity can be improved through the use of platforms. We made a survey addressed to the teachers, where we intended to evaluate their availability to participate in such a platform specifically directed to give information and materials about learning difficulties and we concluded that the teachers would be available to participate in such a initiative.

El número de estudiantes que ingresa a la carrera de Educación ha ido en aumento, por lo que, con el paso del tiempo, la referida carrera se ha ensanchado en las universidades; sin embargo, muchos de estos estudiantes no cuentan con las herramientas necesarias para cumplir con el dominio de contenidos que se requiere a lo largo de los estudios magisteriales, lo cual se traduce en pobres conocimientos y competencias fragmentadas, en consecuencia, al egresar de las universidades, estos educadores carecen de las competencias necesarias para garantizar la conducción del proceso educativo, acorde con las exigencias educativas actuales. Cada día se requiere recursos humanos cualificados, que coadyuven al desarrollo de las instituciones que dan sostenibilidad al Estado dominicano, por lo que, la presente investigación busca conocer y explicar las condiciones o características socioeconómicas y, sobre todo, educativas que poseen los estudiantes que ingresan a la carrera de Educación Básica en la Universidad Autónoma de Santo Domingo, UASD; además de verificar los dominios que poseen al momento de su ingreso. El sector educativo, así como las instituciones formadoras de maestros, necesitan aunar esfuerzos en aras de exigir mayores requisitos para el ingreso a los estudios de educación; así como disponer de los currícula y sistemas de evaluación más exigentes y pertinentes a los requerimientos del Ministerio de Educación de la República Dominicana, y al mercado local e internacional, por lo que, en esta investigación se presenta una propuesta de perfil educativo del ingresante a la carrera de educación que busca determinar las condiciones, aptitudes, saberes y dominios de los estudiantes, en aras de lograr el proceso de formación en competencias y habilidades que les faciliten la asimilación de los conocimientos que la universidad requiere y cumplir con los requerimientos relativos al perfil del maestro del nivel básico trazados por el MINERD., The number of students who pursue a career in Education has been rising, and consequently, the study of Education has become more common in universities. Many of the students, however, do not have the tools necessary to master the content that is required by the magisterial studies. Many of these students have poor knowledge and fragmented competencies, and upon graduation, lack the necessary skills needed to ensure that the educational process is in accordance with the de facto educational requirements. Every day, qualified persons who contribute to the development of institutions that give sustainability to the Dominican Republic are needed. This research seeks to understand and explain the conditions, socioeconomic characteristics and, above all, prerequisites students who pursue Basic Education at the University Autónoma of Santo Domingo (UASD) have, in addition to verifying domains students possess at the time of admission. The education sector, as well as teacher training institutions, need to join forces in order to demand higher requirements for admission into education studies. They also need to provide curricula and evaluation systems that are more rigorous and relevant to the Ministry of Education of the Dominican Republic, as well as the local and international market. This study presents a proposal for the collection and evaluation of student skills, aptitudes and domains of knowledge prior to enrollment into educational programs, in order to facilitate the assimilation of knowledge the university requires, as well as meet the requirements related to elementary teacher profiles, delineated by the MINERD.

Las Instituciones de Educación Superior durante las últimas décadas, han modificando su rol social y su modelo académico-educativo. Estos cambios han permitido adecuar las estructuras organizacionales de las Universidades públicas y privadas, a alcanzar el cumplimiento de los objetivos institucionales y asegurar su funcionamiento de acuerdo a leyes, normas, reglamentos y políticas internas vigentes. Las evaluaciones internas, como iniciativa de las universidades se promueven para determinar si se está cumpliendo con los niveles de calidad establecidos por el Directorio y el Marco Legal. Así mismo, los Entes Reguladores y otras Instituciones Internacionales o locales, realizan evaluaciones externas como la acreditación y certificación para comprobar el aseguramiento de una educación de calidad, la cual garantice el funcionamiento de las universidades. En esta investigación de tesis doctoral se pretende presentar técnicas de evaluación de Auditoría Interna en un Depto. de Registro, que permitirá elaborar propuestas a corto y largo plazo, basados en estándares internacionales con un programa de trabajo diseñado para determinar el cumplimiento de los controles internos. Además, Auditoría Interna es un modelo de consenso en valores éticos que involucra, el Directorio, la Administración, el Auditor y el Auditado en un a compromiso de corrección de las desviaciones y mejora continua, en los procesos administrativo, financiero y académico., The Institutes of Higher Education are changing their social role and academic-educational model, which have in recent decades. These changes allow adjusting the organizational structures of the public and private Universities, to achieve compliance with corporate goals and ensure its operation according to laws, rules, regulations and internal policies applicable. Internal evaluations as an initiative of the universities, promoted to determine whether there is compliance with the standards set by the Board and the Legal Framework. Likewise, Regulators and other international and local institutions, conduct external evaluations, accreditation and certification to verify the assurance of quality education, which ensures the functioning of universities. In this dissertation research it is to submit assessment techniques in internal audit Department of Registration, which will develop proposals for the short and long term, based on international standards designed to determine the compliance of internal controls with a work program. Moreover, internal audit it is a model of consensus on ethical values that involves, the Directors, Management, the Auditor and the Auditee on a commitment to correcting deviations and continuous improvement in the administrative, financial and academic process.

El propósito del presente trabajo consiste en analizar, desde un paradigma crítico-propositivo, las percepciones de los estudiantes que participaron en una experiencia innovadora de carácter intercultural e interdisciplinario entre la Universidad Nacional de Mar del Plata (Argentina) y la Universidad de Sevilla (España), durante el ciclo lectivo 2012 y bajo la modalidad de grupos de trabajo cooperativos. La experiencia se centra en el desarrollo de competencias personales y participativas para la organización de grupos en Argentina con grupos espejo en España a fin de consensuar criterios, desarrollar tareas de carácter cooperativo y colaborativo y aunar aportes disciplinares a partir de diferentes pautas culturales e intereses. Los resultados evidencian la importancia de las Tecnologías de la Información y Comunicación (TIC) como soporte para el logro de objetivos más altos y demuestran que su aprendizaje -a pesar de estar subordinado al desarrollo de otras competencias- interesa al estudiante más allá de la aprobación de un requisito curricular, por el alcance en el desarrollo de su capital social y cultural, The purpose of this paper is to analyse, from a critical paradigm-purposing, the perceptions of the students who participated in an innovative intercultural and interdisciplinary experience between the National University of Mar del Plata (Argentina) and the University of Sevilla (Spain) during the 2012 school year and in the form of cooperative work groups The experience focuses on the development of personal and participatory skills for organizing groups in Argentina with mirror groups in Spain to agree on criteria, develop cooperative and collaborative tasks and combine disciplinary contributions from different cultural patterns and interests. The results show the importance of ICT as a support for the achievement of higher goals and demonstrate that their learning - despite being subordinate to the development of other competences- interested students beyond the adoption of a curricular requirement, due to the scope in the development of their social and cultural capital.

We present an innovative approach that has been developed by two universities; one located within Europe (University of Sevilla) and the other in the Latin American context (University Mar del Plata) whose purposes: (1) Use the social network Facebook, to develop the role of leader or community manager training, in decision-making, and (2) the creation of an academic community of internalization. The novelty is that we incorporate the definition of the role of community manager, as a training leader in online experience on two different continents. The sample set 12 students in Seville and 70 in Argentina. The descriptive analysis of the data has focused on an analytical web of closed Facebook group called "Powers from the Theory of Empowerment and Participation", from now on, we will call COMPETEP. This "territory" packs a lot of meaningful information that has been analyzed from an ethnographic perspective, using the NVivo software 10. The results provide evidence of the role of the Community Manager in our learning community. Some of the skills developed are in the role of training, such as leader-coordinator, administrator and manager of the training strategy set (search for talent manager). The creation of an academic community of internalization through collaborative learning, made possible in a digital environment with strong social and relationship that has prioritized communication and exchange, and in this sense the use of social networks has facilitated the process of internalization. The results of this study are consistent with previous studies on the impact of social networks and university learning environments. We highlight the motivational factor as a relevant fact. We infer therefore that have designed a place where they have been able to meet training needs and, especially, where they have begun to create many expectations that have increased and promoted. On the other hand, we can not forget the drawbacks we have suffered in the dynamics of inter