Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Neste trabalho, registramos a ocorrência e novos dados morfológicos de Tereancistrum paranaensis Karling, Lopes, Takemoto & Pavanelli, 2014 coletados das brânquias de Schizodon intermedius Garavello and Britski, 1990 do rio dos Veados, município de Itatinga, Estado de São Paulo, Brasil. Nossos espécimes apresentam diferenças em relação aos espécimes previamente descritos nas seguintes estruturas: barras Ventral e Dorsal, reservatório prostático e vagina. Além disso, as medidas dos espécimes coletados neste estudo apresentam algumas diferenças em relação aos espécimes coletados na planície de inundação do rio Paraná. Este é o primeiro registro de T. paranaensis no Estado de São Paulo, com S. borellii como um novo hospedeiro. Uma chave para as espécies deste gênero foi incluída.

Especies de Ergasilídeos son encontradas parasitando la branquias, aletas, fosas nasales, tejidos y vejiga urinaria de peces. Todas las especies de Ergasilus conocidas en Brasil son citadas parasitando sólo las branquias de sus hospederos. Trece Raphiodon vulpinus (Characiformes: Cynodontidae) provenientes de lagos inundables de la Amazonía brasileña fueron colectados y analizados. El copépodo Ergasilus sp. fue encontrado parasitando las branquias y fosas nasales de este pez. Este es el primer registro en Brasil de una especie de Ergasilus parasitando las branquias y fosas nasales de un mismo hospedero.

En el presente trabajo se registra por primera vez el turbelario catenulido Catenula lemnae Duges, 1832, en la laguna altitudinal de Junín, provincia de Junín en la región Junín – Perú. La determinación taxonómica se realizó basandose en las estructuras blandas del cuerpo observadas al microscopio compuesto con cámara. El conocimiento de los turbelarios es de importancia para comprender la biodiversidad y el rol de los mismos como parte de cadenas tróficas que dan estabilidad a los ecosistemas continentales.

Registramos Histiostrongylus coronatus Molin, 1861 no intestino delgado de Phyllostomus discolor Wagner, 1843 (Phyllostomidae). O helminto foi descrito baseado apenas em uma fêmea adulta, porém esta apresentou caraterísticas morfológicas compatíveis com descrições prévias da espécie. O presente trabalho amplia a ocorrência geográfica do parasito para o Estado de Minas Gerais e constitui o segundo relato da espécie do helminto no Brasil.

Digital technologies are an integral part of Higher Education teaching, revealing a set of technologies chosen to integrate formal learning contexts, and therefore being used by students in support of learning. This paper presents a literature review mapping the digital technologies set for higher education students to use in formal education contexts, over the last five years between 2012 and 2017. Results show a pattern of technologies reflecting teacher’s choice for methods combining face-to-face and at distance learning, frequently in relation to the adoption of flipped classroom methods. Mapping the digital technologies used by students, showed a pattern of three most used in a total of nine types identified. Institutional Learning Management Systems mainly support a wider access to information and learning materials, followed by technologies that promote publishing and sharing content related to class activities, and a broad range of technologies categorized under ICTs. The overall impact of use of technologies in students learning process and outcomes revealed to be positive, used with the intention to promote students’ active engagement and participation in the learning process inside and outside the classroom walls. The data also revealed digital technologies to support more transmissive ways of teaching, facilitating students individually to Access, share and publish information, and significantly lesser used to promote collaborative and cooperative learning.

In this work, we present the results of a study that had as an objective to understand the perception of key informants (directors, heads of studies and ICT coordinators from education centers, as well as well as directors and technology managers from teacher’s training centers), on the levels of technological training and knowledge possessed by the Primary Education teachers from the Autonomous Community of Catalonia, with respect to the use of the ICT with students with disabilities. For the methodology, a qualitative research design was used. The information was obtained from an analysis of 68 interviews conducted to professional from the education sector in Catalonia.  The results obtained showed that the professionals perceived a low level of training and knowledge of the teachers with respect to the use of the ICT with people with disabilities. The findings showed the need to design and implement didactic training that empowers the teachers.

Internationally, proliferation of digital technologies in classrooms has produced digital distractions among digital natives in this 21st century. Thus, it is highly imperative to develop a suitable instrument for assessing and measuring digital distraction among higher education students to enable continuing research and practice. While previous studies had treated and measured digital distraction as a sub-component of a multi-dimensional construct and as a test, the present study through instrumentation survey research, developed and authenticated a standalone digital distraction scale among pre-service science, technology and mathematics (STM) teachers in Nigeria. The instrument is constructed by adopting a multidimensional standpoint of digital distraction around a higher-order modelling method. The pre-service STM teachers were recruited from a culturally varied university student population in Nigeria. The results showed a high level of digital distraction among the pre-service STM teachers in Nigeria and the digital distraction is composed of several connected yet distinctive factors (emotional distraction, digital addiction, and distraction by procrastination), with proof backing up a higher-order structural archetypal. More so, empirical evidence confirmed the measurement invariance of the scale with regards to gender and the consistency of the psychometric properties of the digital distraction scale. Finally, a test-retest reliability of the digital distraction scale showed that the scores are not variable over time and that the scale is not sensitive to alterations in the learning milieu. Finally, it is hoped that this tool will be handy for educators interested in isolating pre-service STM teachers at risk of high digital distraction which may cause lack of respect and privation of courtesy for instructors and personal distraction in the classroom.

The policies of digital inclusion in Ecuador had a rebound since 2007, placing technology as a priority axis for government management. Despite this, there are still pending issues to be developed. This study is based on a qualitative approach that, through documentary research, bibliographic analysis and critical review of literature, can generate contributions that allow the identification of challenges and possible gaps to be faced by government entities in Ecuador when proposing actions that link education and technology. As main findings, it can be mentioned that the impacts and results from the application of the National Development Plans must transcend the figures, which allow to deepen the analysis in relation to this topic, together with initiatives and proposals that regarding digital inclusion cannot be developed in isolation and need to have comprehensive long-term management. Finally, it is essential to understand that it is not necessary to create only platforms, it is relevant to work from integral pedagogical designs that start by understanding teachers from their experiences, accompaniment and motivation for the design of a contextualized training structure on digital mediation issues.

In most of the European countries, the implementation of digital technologies has been driven through government education policies. In this contribution, we will focus on the analysis of the role of actions promoted by the Government of Catalonia from the 80s to the present taking into account the international studies about digital education. Numerous initiatives and programs have been supported in Catalonia over the years without, in many cases, a lack of continuity and evaluation of the results obtained. However, the new initiatives on digital education in Catalonia open new expectations. For the first time, the focus is not only the integration of digital technology, but also the improvement of education and not focused exclusively on the use of digital technologies.

This work document presents an approach to the appropriation of Colombian public   policy related to the ICTs in the educational field, during the period of        2000 thru 2019. After a walkthrough to the scenario of international initiatives for the           implementation of ICTs in schools, some theoretical approaches are presented that configure what in this work has been named the field of digital appropriation in education, which oriented the analysis of data. Subsequently, the analytical results of the public policy milestone documents during the aforementioned period are presented; as well as the testimonies of stakeholders, showing an underlying instrumental digital literacy logic, subordinated to the market, that does not seem to allow the generation of digital culture from the        school. Amongst other aspects, it is concluded that, despite the investment made in connectivity and equipment provisioning, public policy has not transformed the practices of educational actors.