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The implementation of technology in education brings with it changes for the school community. The Covid-19 pandemic reactivated the use of ICT in education, so teachers needed to be prepared for this challenge. In this context, it is appropriate to listen to the voices of teachers. This study analysed teachers' experiences with technology and identified their needs. Seventeen focus groups were carried out in June 2021, involving 115 primary school teachers in Spain. The sample reflected the typological heterogeneity of the group. The results showed that teachers take on the challenge of implementing ICT due to the opportunities it provides in facilitating communication, collaboration and educational innovation. However, the study also highlighted the need for teacher training, guidance for pupils in the educational use of technology, and family-school collaboration. It found differences in the digital competencies of teachers, and observed that digitalization requires time, dedication and training, which requires greater autonomy in schools. [ABSTRACT FROM AUTHOR]

The teaching-learning process of the saxophone in Spain has enjoyed an exponential and positive change in recent decades, which has been reflected both in the quality of the saxophonists and in the diffusion of the instrument itself. The aim of this study is to explore teachers' opinions about the saxophone and its formal teaching in the Professional Conservatories of Music in Spain, as well as their vision of the future. The methodology used was non-experimental and exploratory, with the survey as the research instrument. The sample chosen was n73 from a population of 220 saxophone teachers, with simple unweighted allocation, with a confidence level of 90% (two sigma) and P=Q, with a maximum possible error of ±6% for the whole sample and using simple random sampling. The variables analyzed were repertoire and technique, teaching-learning process, learning outcomes, material resources and educational policies. The results show: 1) educational policies are a fundamental support for the development of saxophone education in Spain, 2) a diversification of curricula, methods and saxophone repertoire and contents is needed to design a creative access model to the labor market, 3) the teacher is the best prescriber in the regulated teaching of the saxophone. [ABSTRACT FROM AUTHOR]