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espanolHoy en dia, la formacion del profesorado en competencia mediatica sigue siendo un reto educativo a nivel mundial. El rol del profesorado ha cambiado, las exigencias formativas del siglo XXI suponen una transformacion de la ensenanza tradicional. El presente articulo describe y analiza la relacion que tienen los profesores con los medios, su nivel de competencia y buenas practicas en procesos de alfabetizacion mediatica. Mediante procesos cualitativos y cuantitativos a partir de grupos de discusion con profesorado implicado en buenas practicas de los diferentes niveles educativos, se analiza como se posiciona actualmente la escuela y el profesorado frente a los medios. Los resultados indican la existencia de un buen nivel de competencia en redes digitales y en el manejo de ordenadores en general tanto en profesores como alumnos, aunque en estos ultimos se evidencia falta de actitud critica ante los medios. Las limitaciones tecnicas y formativas no impiden al profesorado ser consciente de la necesidad de plantear un escenario educativo adecuado para el desarrollo de la competencia mediatica. En conclusion, la alfabetizacion mediatica ofrecida hoy en dia en nuestros centros educativos cumple en gran medida con las exigencias sociales, aunque debe hacer un mayor hincapie en la formacion critica del alumnado. EnglishNowadays, the training of teachers in media competence continues to be an educational challenge worldwide. The role of the teaching staff has changed, the formative demands of the 21st century represent a transformation of traditional teaching. This article describes and analyzes the relationship that teachers have with the media, their level of competence and good practices in media literacy processes. Through qualitative and quantitative processes from discussion groups with teachers involved in good practices of the different educational levels, we analyze how the school and the teaching staff are currently positioned in front of the media. The results indicate the existence of a good level of competence in digital networks and in the use of computers in general, both in teachers and students, although in the latter there is a lack of critical attitude towards the media. The technical and training limitations do not prevent teachers from being aware of the need to propose an adequate educational scenario for the development of media competence. In conclusion, the media literacy offered today in our educational centers complies to a large extent with social demands, although it should place greater emphasis on the critical training of students.

In the particular case of Spain, student and teacher difficulties associated with the mathematical discipline have been evidenced in PISA and TEDS-M reports. As we consider that the teachers’ difficulties are connected to the students’ performance, we propose a multi-disciplinary approach to deliver specific didactic/mathematical knowledge to the trainee teachers. Such additional instruction shall be meaningfully connected to the real needs of the schools, so a service-learning approach is proposed here. In the present manuscript, the trainee teachers have co-designed educational escape rooms (in coordination with local schools) with the aim of mobilizing curricular knowledge. The goal of the educational escape rooms is to foster the mathematic-related competencies by establishing meaningful connections to other curricular disciplines (music-related knowledge, in the case of this study). This paper reports on the particular experience developed with a group of students (trainee teachers) while designing their educational escape rooms, focusing on the particular case of a specific student to evidence the formative potential of the procedure. The didactic suitability of the proposed escape room has been analyzed and professional development has also been discussed, showing the mobilization of relevant professional skills and fostering the related music and mathematical didactic competencies by shifting the teaching perspective from an algorithmic point of view to a more “reasoning and designing” strategy. This constitutes an evidence of the formative potential on the co-design of educational escape rooms, when designed in the frame of a service learning approach.

Information and communication technologies have been quickly introduced in all professional and leisure environments. Nonetheless, this process has been slower in educational spheres. ICT contribute and will contribute even further to the renewal of teaching by bringing innovation and creativity. For this reason, we have conducted an investigation in order to ascertain whether through a methodology based on the use of new technologies (ICT) musical knowledge and consequently academic performance of a group of students from 3rd year can be improved. To achieve this goal, two groups of students were selected: one was experimental, who received encouragement (22 learners) and the other group that was controlled (24 students), who worked in Music classroom in a traditional way. The results show that musical learning through the use of ICT improved in 100% of the parameters analysed. For this reason, it is concluded that it is essential that teachers must seek new teaching methods and strategies to achieve a greater effectiveness of their action as a teacher, and these techniques should be undoubtedly closely linked with the introduction of ICT in the classroom.

The aim of the present study is to find a solution to a situation that we have observed during our teaching careers, namely the exclusion of pupils with hearing disorders from musical education. To this end we decided to make use of online storytelling as a way of approaching the issue of social and peer integration, as storytelling and new technology are both elements that hold a great appeal for such pupils. Results were assessed by carrying out a study into a group from the third year of ECE, which had recently seen the admission of a pupil with hearing difficulty. The study concluded that the use of online digital storytelling led to an enhanced level of musical appreciation in the entire group and especially in the pupil who was the focus of the study, who became better integrated in the class and whose self-esteem increased notably.

El presente artículo muestra un conjunto de buenas prácticas desarrolladas en centros e instituciones educativas (Infantil, Primaria, Secundaria, Universidad, adultos y mayores), que trabajan competencias mediáticas en las provincias andaluzas. Metodológicamente, se ha realizado una observación por cada provincia andaluza, dichas experiencias nos han dado a conocer cada institución y el colectivo en el que están enmarcados, ofreciéndonos datos de relevancia sobre cada caso o "Buenas prácticas" educativas. Se procuran ejemplos diversos de educación mediática en un amplio rango de entornos de aprendizaje, poniéndose de manifiesto la diversidad de enfoques a la hora de programar prácticas de alfabetización en competencia mediática. This paper presents a set of good practices in Educational Centers and Institutions (Nursery school, Pre-school, Primary School, Secondary School, Higher Education, Adult Education and Senior Citizen Education), that focusing on media competences and located at in the provinces of Andalusia. Methodologically, for every Andalusian province an observation was made, in such a way that the experiences show us findings about each institution, and the people involved. The observation offered us relevant data on every case or so-called "educational good practices". Different examples of media education are offered in a wide range of learning contexts, as well as a great diversity of approaches when programming literacy practices in media competences. Junta de Andalucía P10-SEJ- 5823

La presencia indiscutible de las tecnologías de la información y la comunicación en nuestras vidas supone el desarrollo de nuevas formas de relaciones sociales, participativas y críticas. Este estudio tiene como objetivo comparar el nivel de competencia mediática, respecto a seis dimensiones establecidas, para dos grupos poblacionales, adultos (18-55 años) y mayores (+55 años). La muestra total asciende a 714 individuos de las ocho provincias de la Comunidad Autónoma de Andalucía (España). Se basa en la selección y comparación de resultados de determinados ítems de dos cuestionarios independientes, dirigidos a ambas poblaciones. Los datos han sido sometidos a tratamiento estadístico, según la distribución de proporciones muestrales, para identificar y contrastar el uso, producción e interacción de las herramientas tecnológicas en ambos colectivos. Los resultados destacan las necesidades y demandas de ambos grupos en tecnología, lectura crítica y producción audiovisual. Se advierte además que los adultos con rango de edad entre 18-30 años presentan mejor nivel de competencia mediática en habilidades técnicas relacionadas con el uso instrumental, interacción y lenguaje, mientras que a partir de los 30 aumentan las destrezas en dimensiones críticas y participativas, como reflexión, análisis y creación. En los mayores de 55, existe una relación directa entre el nivel de ingresos y de competencia mediática; esta última disminuye significativamente con la edad, The undisputed presence of Information and Communication Technologies (ICTs) in our lives has led to the development of new forms of social, interactive and critical relationships. This study aims to compare the level of media competencies, in relation to six established categories, of two population groups: adults (aged 18-55) and elders (aged over 55). The sample was composed of 714 people from the eight provinces making up the Spanish region of Andalusia. The study conducted was based on the selection and comparison of results of specific items drawn from two separate questionnaires, directed to both population groups. The data were statistically processed in accordance with the distribution of the sample proportions. The objective was to identify and contrast the degree of digital literacy of these two groups, in terms of their use, productivity and interaction with technological tools. The results highlight the needs and demands of both groups in terms of technology, critical reading and audio-visual production. It is notable that adults aged 18 to 30 have a higher level of expertise in the interaction and language dimensions, while those aged 30 and above perform better in critical and participative dimensions offered by such media, such as reflection, analysis and creation. In the over-55 group, there is a direct correlation between income bracket and level of media skills, the latter significantly diminishing with age

La presencia indiscutible de las tecnologías de la información y la comunicación en nuestras vidas supone el desarrollo de nuevas formas de relaciones sociales, participativas y críticas. Este estudio tiene como objetivo comparar el nivel de competencia mediática, respecto a seis dimensiones establecidas, para dos grupos poblacionales, adultos (18-55 años) y mayores (+55 años). La muestra total asciende a 714 individuos de las ocho provincias de la Comunidad Autónoma de Andalucía (España). Se basa en la selección y comparación de resultados de determinados ítems de dos cuestionarios independientes, dirigidos a ambas poblaciones. Los datos han sido sometidos a tratamiento estadístico, según la distribución de proporciones muestrales, para identificar y contrastar el uso, producción e interacción de las herramientas tecnológicas en ambos colectivos. Los resultados destacan las necesidades y demandas de ambos grupos en tecnología, lectura crítica y producción audiovisual. Se advierte además que los adultos con rango de edad entre 18-30 años presentan mejor nivel de competencia mediática en habilidades técnicas relacionadas con el uso instrumental, interacción y lenguaje, mientras que a partir de los 30 aumentan las destrezas en dimensiones críticas y participativas, como reflexión, análisis y creación. En los mayores de 55, existe una relación directa entre el nivel de ingresos y de competencia mediática; esta última disminuye significativamente con la edad The undisputed presence of Information and Communication Technologies (ICTs) in our lives has led to the development of new forms of social, interactive and critical relationships. This study aims to compare the level of media competencies, in relation to six established categories, of two population groups: adults (aged 18-55) and elders (aged over 55). The sample was composed of 714 people from the eight provinces making up the Spanish region of Andalusia. The study conducted was based on the selection and comparison of results of specific items drawn from two separate questionnaires, directed to both population groups. The data were statistically processed in accordance with the distribution of the sample proportions. The objective was to identify and contrast the degree of digital literacy of these two groups, in terms of their use, productivity and interaction with technological tools. The results highlight the needs and demands of both groups in terms of technology, critical reading and audio-visual production. It is notable that adults aged 18 to 30 have a higher level of expertise in the interaction and language dimensions, while those aged 30 and above perform better in critical and participative dimensions offered by such media, such as reflection, analysis and creation. In the over-55 group, there is a direct correlation between income bracket and level of media skills, the latter significantly diminishing with age