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Referencias bibliográficas • Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom's taxonomy of educational objectives. Boston, MA: Allyn & Bacon. • Becker H. J., Riel M. M., (2000) Teacher Professionalism and the Emergence of Constructivist-Compatible Pedagogies. College Teaching Methods and Styles Journal, Irvine: University of California, Irvine, Center for Research on Information Technology and Organizations. • Belenky M., Clinchy B., Goldberger N., Tarule J., (1986) Women's ways of knowing: The development of self, voice and mind, New York, NY: Basic Books. • Biggs J., Collis K., (1982) Evaluating the quality of learning: The SOLO taxonomy, New York, NY: Academic Press. • Boyle E. A., Connolly T. H., Hainey T., Boyle J. M., (2012) Engagement in digital entertainment games: A systematic review. Computers in Human Behaviour 28: 771-780. • Budge K., Cowlishaw K., (2012) Student and teacher perceptions of learning and teaching: A case study. Journal of Further and Higher Education 36 (4): 549-565. • Chai C., (2010) Teachers' epistemic beliefs and their pedagogical beliefs: A qualitative case study among Singaporean teachers in the context of ICT-supported reforms. The Turkish Online Journal of Educational Technology 9 (4): 128-139. • Chan K., Elliot R., (2004) Relation analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education 20 (8): 817-831. • Connolly T. M., Boyle E. A., MacArthur E., Hainey T., Boyle J. M., (2012) A systematic literature review of empirical evidence on computer games and serious games. Computers & Education 59: 661-686. • Donnelly D., McGarr O., O'Reilly J., (2011) A framework for teachers' integration of ICT into their classroom practice. Computers & Education 57: 1469-1483. • Downes T., Fluck A., Gibbons P., Leonard R., Matthews C., Oliver R., Williams M., (2001) Making better connections: Models of teacher professional devel, This article theorizes the construction of a classification framework to explore teachers' beliefs and pedagogical practices for the use of digital technologies in the classroom. There are currently many individual schemas and models that represent both developmental and divergent concepts associated with technology-enabled practice. This article draws from a depth of literature in this field to synthesize a classification framework used as an analytic tool to interpret technology-enabled practice. The framework was drawn from literature covering teachers' epistemic beliefs, pedagogical beliefs, pedagogical approaches, technological competency, and perceived levels of learning. It emerged as a result of the need to analysis case study data from a large-scale research project into the effective use of digital games in the classroom: Serious Play: Digital Games, Learning and Literacy for Twenty First Century Schooling. Yin suggests the use of a uniform framework to enable cross-case synthesis. The framework provides an analytical tool to help interpret why and how teachers are using, in this case, digital games in their classrooms. It also provides a significant contribution to the variances in technology-enabled practice along the traditional-constructivist continuum as well as to the relationship in how teacher beliefs direct pedagogical practice and choice of technologies used for learning., Depto. de Investigación y Psicología en Educación, Fac. de Educación, TRUE, pub

Cognitive artefacts are thought to extend human cognitive capabilities. We use maps to navigate, pen and paper to organize ideas, and recently, smart applications to remind us of an appointment or check our physical conditions or finances. From a situated cognition perspective, these tools help us to overcome our cognitive limitations. Although digital technologies present remarkable positive effects on human cognition (e.g. visual representations, storing information, computing processing, etc.) some authors call for a deep reflection about the possible consequences that its pervasive use may have on human cognitive architecture (Barr, Pennycook, Stolz, & Fugelsang, 2015; Carr, 2011; Heersmink, 2017a). This is especially relevant for educational systems that in many cases have embraced digital technologies as means of innovation and progress with little discussion about the consequences on human cognition. After describing the main assumptions of situated cognition perspectives, I highlight some dimensions of technology integration in educational settings where these approaches can be applied, mainly focusing on how cognitive processes (in particular, attention, memory and thinking) are either enhanced or diminished when digital artefacts are used. In light of these reflections I suggest some ideas for instructional design and call for further theoretical developments and empirical research., Los artefactos cognitivos tienen la función de extender las capacidades cognitivas humanas. Así, usamos mapas para navegar, bolígrafo y papel para organizar ideas y más recientemente, aplicaciones móviles que nos recuerdan cuando tenemos una reunión o cuáles son nuestras condiciones físicas y el estado de nuestras cuentas financieras. Desde una perspectiva situada sobre la cognición, estas herramientas nos ayudan a superar nuestras limitaciones orgánicas. Aunque las tecnologías digitales presentan indudables beneficios desde el punto de vista cognitivo (p. ej. representaciones visuales, almacenamiento de información, procesamiento computacional, etc.), algunos autores hacen un llamamiento a la reflexión para pensar sobre las posibles consecuencias que su uso masivo puede producir sobre la arquitectura cognitiva humana (Barr et al., 2015; Carr, 2011; Heersmink, 2017a). Esta cuestión es especialmente relevante para los sistemas educativos, puesto que a menudo han adoptado la tecnología como medio para la innovación y el progreso sin apenas haber reflexionado sobre sus posibles consecuencias. Tras una descripción de los principios fundamentales de las perspectivas situadas, en el presente trabajo señalo alguna de las dimensiones en relación con la integración de las tecnologías digitales en contextos educativos donde estos enfoques pueden aplicarse. Fundamentalmente analizo cómo el uso de estas tecnologías afecta, tanto positiva como negativamente, a alguno de los procesos cognitivos básicos, en particular, la atención, la memoria y el pensamiento. A la luz de estas reflexiones sugiero algunas ideas en relación con los diseños instruccionales donde integrar estas tecnologías y hago un llamamiento para futuros desarrollos teórico-conceptuales e investigación empírica., Depto. de Investigación y Psicología en Educación, Fac. de Educación, TRUE, pub

Referencias bibliográficas • Casas-Mas, A., Montero, I. & Pozo, J.I. (2015). El discurso sobre la práctica de un guitarrista de jazz semi-profesional: Estudio de caso de aprendizaje musical constructivo. International Association for the Study of Popular Music Journal, 5 (1) http://www.iaspmjournal.net/index.php/IASPM_Journal/article/view/722 doi: 10.5429/2079-3871(2015)v5i1.5es • Coll, C. & Monereo, C. (Eds.). (2008). Psicología de la educación virtual. Madrid: Morata. • Collins, A. & Halverson, R. (2009).Rethinking education in the age of technology. The digital revolution and schooling in America. New York: Teachers College Press • Cox, M., & Webb, M. (2004). An investigation of the research evidence relating to ICT pedagogy.London: Becta for DfES. • Cuban, L., Kirpatrick, H. & Peck, C. (2001). High access and low use of technologies in high school classrooms: explaining an apparent paradox. American Educational Research Journal 38 (4), 813-834 doi: 10.3102/00028312038004813 • Drent, M. & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 187-199 doi:10.1016/j.compedu.2007.05.001 • Ertmer, P. (1999). Adressing first-and second-order barriers to change: strategies for technology integration. Educational Technology Research and Development, 47 (4), 4761 doi: 10.1007/BF02299597 • Ertmer, P. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Research and Development, 53 (4), 25-39 doi: 10.1007/BF02504683 • Ertmer, P.A, Ottenbreit-Leftwich, A.T., Sadik, O., Sendurur, E. & Sendurur P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59, 423-435. doi:10.1016/j.compedu.2012.02.001 • Fisher, C.,Dwyer, D.C., & Yocam, K. (Eds.). (1996). Education and technology: Reflections on computing in classrooms. San Francisco, Jossey-Bass. • Hadjithoma, C. & Karagiorgi, Y (2009). The use of ICT i, Introduction. Several studies show that one of the essential factors in the way teachers use Information and Communication Technologies (ICT) in their lessons are the beliefs they hold regarding ICT as tools for teaching and learning. This study analyses the relationship between these beliefs and the way teachers use ICT in the classroom through design of a System of Categories for the Analysis of Beliefs about and Uses of ICT. Method. We applied an open-ended questionnaire about beliefs and uses of ICT to 16 teachers of Child and Primary Education and collected 42 activities proposed by them where ICT were crucial. To analyse the answers, we designed a System of Categories for the Analysis of Beliefs about and Uses of ICT, based on three essential dimensions: what teachers said they taught, the psychological processes they activated in their students and the activities or tasks they proposed to achieve that learning. Results. The results indicate that there is a wide gap between the beliefs teachers hold and the way they actually use ICT. While they said that ICT should be used to make learning more student-centred and to foster motivation, most of the activities proposed were aimed at one-directional conveyance of contents, and were neither highly developed nor did they noticeably transform traditional ways of teaching. Conclusions and Discussion. The paper concludes with a few reflections and suggestions about how ICT could really be integrated in the classroom based on a new learning culture., Introducción. Numerosos estudios muestran que un factor clave para explicar la forma en que los docentes usan las Tecnologías de la Información y Comunicación (TIC) en las aulas son las creencias que mantienen en relación con estos dispositivos como herramientas de enseñanza y aprendizaje. Este trabajo analiza la relación entre esas creencias y el uso que hacen los docentes de las TIC en el aula a través del diseño de un Sistema Categorial para el Análisis de las Creencias y Usos de las TIC. Método: Aplicamos un cuestionario de preguntas abiertas sobre creencias y usos de las TIC a 16 docentes de Infantil y Primaria y analizamos 42 actividades propuestas por ellos donde las TIC tuvieran un papel relevante. Para analizar las respuestas, diseñamos un Sistema Categorial para el Análisis de las Creencias y Usos de las TIC, basado en tres dimensiones fundamentales: qué es lo que los profesores dicen enseñar, qué procesos psicológicos activan en sus estudiantes y las tareas o actividades que proponen para alcanzar sus objetivos de aprendizaje. Resultados: Los resultados indican que existe una distancia considerable entre las creencias sostenidas por los profesores y el uso educativo que realmente hacen de las TIC. Mientras que los profesores afirman que las TIC son buenas herramientas para diseñar entornos de aprendizaje significativos centrados en el alumno, la mayoría de las actividades propuestas favorecen formas de enseñanza tradicionales centradas en el contenido. Conclusiones y discusión: El artículo concluye con algunas reflexiones y sugerencias para una verdadera integración de las TIC en el aula basada en una nueva cultura del aprendizaje., The Spanish Ministry of Economy and Competitiveness has supported this research through the Project EDU2013-47593-C2-1-P, Depto. de Investigación y Psicología en Educación, Fac. de Educación, TRUE, pub

Funding The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The Spanish Ministry of Innovation, Science and Universities has supported this research through the Project EDU2017-82243-C2-1-R. Referencias bibliográficas • Alderoqui-Pinus D., Pozo J. I., (2013) Epistemic actions in science museums. Families interacting with the mirror room exhibit. Revista de Psicodidáctica 18(2): 275–292. doi:10.1387/RevPsicodidact.6934. • Almeida P. A., (2012) Can I ask a question? The importance of classroom questioning. Procedia-Social and Behavioral Sciences 31: 634–638. • Anderson J., Barnett M., (2011) Using videogames to support pre-service elementary teachers learning of basic physics principles. Journal of Science Education and Technology 20(4): 347–362. • Anderson J. L., Barnett M., (2013) Learning physics with digital game simulations in middle school science. Journal of Science Education and Technology 22(6): 914–926. • Annetta L. A., Minogue J., Holmes S. Y., Cheng M. T., (2009) Investigating the impact of videogames on high school students’ engagement and learning about genetics. Computers & Education 53(1): 74–85. • Bideau B., Kulpa R., Vignais N., Brault S., Multon F., Craig C., (2010) Using virtual reality to analyze sports performance. IEEE Computer Graphics and Applications 30(2): 14–21. • Boot W. R., Kramer A. F., Simons D. J., Fabiani M., Gratton G., (2008) The effects of video game playing on attention, memory, and executive control. Acta psychologica 129(3): 387–398. • Boyle E. A., Hainey T., Connolly T. M., Gray G., Earp J., Ott M., Pereira J., (2016) An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education 94: 178–192. • Brown A. L., Palincsar A. S., (1989) Guided cooperative learning and individual knowledge acquisition. In: Resnick L. B., (ed) Knowing, learning and instruction: Essays, For some years now, the scientific community has been studying how videogames foster acquisition of mental representations of the world around us. Research to date suggests that the efficiency of videogames as learning tools largely depends on the instructional design in which they are included. This article provides empirical evidence related to the use of the videogame Angry Birds and how it can modify students’ conceptions regarding object motion. We selected a sample of I IO l6- to I7-year-old students in postcompulsory secondary school. Both quantitative and qualitative data are provided. Our results show that (a) merely playing Angry Birds does not produce significant learning, (b) learning occurs when Angry Birds is guided by epistemic goals. Students who used the videogame in this way were able to recognize more variables, provide better explanations, and understand more fully the relationship between angle and distance, (c) naifbelief regarding the effect of mass on falling objects (“mass-speed belief”) remained unchanged after using Angry Birds guided either pragmatic or epistemic goals, and (d) there was no significant difference between students who worked collaboratively in pairs and those who worked individually. In the light of these results, we discuss potential implications for the future., The Spanish Ministry of Innovation, Science and Universities, Depto. de Investigación y Psicología en Educación, Fac. de Educación, TRUE, pub

Referencias bibliográficas • ACCI/BCA (2002), Employability Skills for the Future, Department of Education, Science and Training, Canberra • Arnedillo-Sánchez, I. and Tseloudi, C. (2017), “ESCORT: employability skills content curation tool for social media profiles”, in Lavoué, É., Drachsler, H., Verbert, K., Broisin, J. and Pérez-Sanagustín, M. (Eds), Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, 12–15 September, Proceedings, Cham: Springer International PublishingTallinn, pp. 528-531 • Arnedillo-Sánchez, I., De Aldama, C. and Tseloudi, C. (2017), “Mapping employability attributes onto Facebook: rESSuME: Employability Skills Social Media SurvEy”, in Lavoué, É., Drachsler, H., Verbert, K., Broisin, J. and Pérez-Sanagustín, M. (Eds), Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, 12–15 September, Proceedings, Cham: Springer International Publishing, pp. 528-531 • Barrick, M.R. and Mount, M.K. (1991), “The Big Five personality dimensions and job performance: a meta-analysis”, Personnel Psychology, Vol. 44 No. 1, pp. 1-26 • Barrick, M.R., Patton, G.K. and Haugland, S.N. (2000), “Accuracy of interviewer judgments of job applicant personality traits”, Personnel Psychology, Vol. 53 No. 4, pp. 925-951 • Berkelaar, B.L. and Buzzanell, P.M. (2015), “Online employment screening and digital career capital”, Management Communication Quarterly, Vol. 29 No. 1, pp. 84-113 • Boyce, G., Williams, S., Kelly, A. and Yee, H. (2001), “Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education”, Accounting Education, Vol. 10 No. 1, pp. 37-60 • Brown, V.R. and Vaughn, E.D. (2011), “The writing on the (Facebook) wall: the use of social networking sites in hiring decisions”, Journal of Business and Psychology, Vol. 26 No. 2, pp. 219-225 • CareerBuilder (2016), Number of Employer, Purpose: This paper presents rESSuME: Employability Skills Social Media SurvEy, which is a tool developed to understand if and how employers screen candidates’ social media (SM) to identify personal employability attributes. In doing so, the purpose of this paper is to shed light into the potential mismatch between the personal purpose of SM and recruiters’ job-related use of this data. Design/methodology/approach: rESSuME maps personal employability attributes to elements of Facebook (FB). It was delivered to 708 employers in the UK and the USA. The 415 completed surveys were statically analysed. Findings: More than 75 per cent of those surveyed use FB to screen most candidates. Loyalty and reliability are the personal attributes employers most search for. They look for personal attributes examining posts, comments and photos. Country and gender differences are also reported. While in the USA, they focus on determining whether candidates have good appearance, in the UK they are more interested in gauging if candidates are reliable. Females are more concerned with establishing whether candidates display common sense than their male counterpart. Originality/value: This work is the first to articulate a rationale and systematic approach to screen candidates’ SMPs to: identify personal employability attributes and systematically map personal attributes to features of FB. Thus, it contributes a novel, systematic and structured tool to do so: rESSuME. It is the largest study with recruiters to date and the first to provide empirical evidence on how candidates’ SMPs are screened: what personal employability attributes do recruiters looked for in SMPs; and what sections and features of FB do recruiters looked at to identify the candidates’ personal employability attributes., Depto. de Investigación y Psicología en Educación, Fac. de Educación, TRUE, pub

El proyecto “Simulación compleja como recurso para el entrenamiento en asesoramiento y atención a familias en contextos psicopedagógicos y sociosanitarios” pretende enriquecer la metodología de enseñanza a través del uso de la simulación compleja. Así, se diseñaron diferentes escenarios de simulación en las Facultades de Educación-CFP y Medicina de la UCM. Un total de 293 alumnos participaron en de la experiencia de simulación o role-playing. Los resultados indican que, a pesar de incremento en la percepción de autoeficacia y las actitudes en la comunicación con familias y pacientes, las diferencias no fueron significativas. No obstante, cabe destacar la alta satisfacción reportada por los estudiantes respecto a la experiencia.

The ever-evolving digital technology is transforming us in unexpected ways. In the last few decades, almost any dimension of human life is being affected by these devices, from a global perspective (e.g., we can video chat immediately with someone being thousands of kilometers away) to the individual cognitive sphere. For instance, we no longer memorize telephone numbers or instructions to get to a given place; we just trust these artifacts and let them perform more and more actions we used to do by ourselves in the past. This new reality poses profound implications for human nature, particularly for cognitive architecture. There is a growing body of scientific literature highlighting the effects of digital technology over cognitive processes, such as attention, memory, or motivation. However, there is little evidence regarding to what extent technology is related with thinking and reasoning. Is the use of technology enhancing the way we think and reason, and thus making us smarter? Or is it the opposite, and they are taking away from us the cognitive effort we used to conduct ourselves, and thus making us cognitive lazier and brainless. Throughout this chapter, three goals are aimed, namely, (a) depicting the state of the art of the studies regarding the relationship between digital technology and cognition, especially possible changes in the way we think and reason; (b) reflecting about the future envisioned concerning how technology should be aligned with social needs (rather than social needs being deceived to meet the interests of giant companies behind technology design). In doing so, the normative way of thinking and reasoning will be discussed, that is, what is considered the right way to deploy them. Finally, (c) drawing some lines of action to raise awareness. Instead of waiting for a better technological design, specific actions at an individual level to take back control over technology can already be conducted. Social change is happening, it depends on