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

MOOCs have become an emerging technology that is very close to educational institutions. Its evolution allows to identify a diversity of models. The so-called t-MOOCs are the object of this paper because of their tendency to rely on the performance of tasks by the student. The presence of technologies in educational tasks means that the competences that teachers must possess are broader than the mastery of content and teaching methodologies, so it is necessary to emphasize the development of Teacher Digital Competence (TDC). This project aims to analyze the educational possibilities of t-MOOCs for the training of teachers' TDC. The research is divided into three main phases: A) the first is the concretion of the contents of a training activity focused on the acquisition of digital teaching competence. The content unit will be structured by a Learning Guide: objectives and competencies with recommendations for follow-up, basic bibliography, saber bibliography, a video clip and E-activities that require student development. B) The second phase is the creation of a virtual community formed by teachers of Childhood/Primary, Secondary/Baccalaureate/Professional Training and University Professors and Researchers concerned with TDC. C) The third and las part consist in creating of a training environment under the t-MOOC architecture that will consist of several stages: design and elaboration of the contents, production of the contents of the t-MOOC and evaluation of the contents and t-MOOC developed. For this last stage, the producers and experts will carry out an evaluation and pilot study. It will be use several instruments both quantitative (TAM, IMMS and CBT) and qualitative (interviews to participants in training activities, and social media content analysis created in the t-MOOC).

Some museum exhibitions are designed for educational purposes. These exhibitions are part of non-formal education although, if analysed from the point of view of instruction, they have many aspects in common with the educational activities of formal education. There is software developed to design activities that are proper to formal education. However, no software has been found for the design of educational exhibitions in museums.The aim of this research is to answer two questions: 1. Can any existing software be used to design educational exhibitions in museums?2. Can any existing software be used as a basis for developing specific software for designing educational exhibitions in museums?In order to answer these questions, firstly, the concepts that should be included in software for exhibition design have been selected and defined. Many of these concepts are shared with those used for the design of formal education activities; others are specific and have been defined in this research.Secondly, from among seventeen instructional design software, seven have been selected that have been able to be installed and evaluated. Next, it has been verified, one by one, if they contemplate the concepts that an exhibition design software should include.The results of the evaluation are presented in a table and some observations. Their analysis has allowed to answer the questions asked.Of the seven evaluated, one, Compendium LD, can be used for the design of educational exhibitions in museums, although with limitations. None of those analysed consider important concepts such as the location of educational objects in space or the description of visitor itineraries. Compendium LD can also be a good starting point for developing specific software.

Peer evaluation online presents some advantages that may be profitable to improve the teaching-learning process in university students, especially in the training of pre-service teachers. The present research proposes the following aims: a) to implement an online peer assessment experience in a subject of the Early Childhood Education and Primary Education degrees; b) to evaluate the students' assessment of this experience. University students (N=36) published their work on a blog during the course to be evaluated by their classmates. After the experience, the evaluation of the online peer assessment students process was obtained through the application of the questionnaire designed by Wen and Tsai (2006). The results suggest a) that the students assessed positively the peer evaluation experience; b) that the online format does not seem to be a particularly relevant advantage concerning the pencil and paper format; c) that the students prefer that both the teachers and the students themselves participate in the preparation of the evaluation criteria; d) that students prefer an evaluation modality in which both evaluators and people who are evaluated know the identity of the person who evaluates and performs the work, instead of an anonymous evaluation. The teachers’ evaluation experience is positive, although in future experiences it is proposed to involve the students in the design of the rubrics and evaluation criteria as well as to carry out the evaluation process in the classroom, instead of doing it online.

Currently we observe how the digital gender gap in access, use and training in Information and Communication Technologies (ICT) is present from the first years of life of boys and girls, being, adolescence, the stage where it affects important future decisions. . In this paper we present the contributions for educational integration in adolescence, generated within the framework of the European project "TIC Go Girls!", aimed at breaking with gender stereotypes in the use of ICTs and making girls capable of take advantage of employment opportunities in the ICT sector. The results show that we have managed to break with stereotypes and promote in girls a deep reflection on their professional future. With the Project we provide a useful methodology so that schools and educational communities have been this initiative in an autonomous way.

This work deals with how, over the last few years, educational research has contributed to changing the perspective of teaching-learning. To this aim, the process of acquiring knowledge, skills and attitudes are studied, making an epistemological approach to the way in which people learn and how methods, procedures and didactic techniques should be adapted accordingly. Intelligence is conceptualized on the basis of the research carried out in recent years, as well as new forms of teaching-learning based on the STEM model (Science, Technology, Engineering and Mathematics) as a way of integrating these learning areas in an eminently practical way, centered on the experience of teachers and learners, displacing the mere acquisition of knowledge. All this is framed within a metacognitive learning process whose purpose is that the student learns to learn, integrating aspects such as significant learning, metamemory, metacomprehension, meta-reading and meta-writing. The type of learning and skills needed for the future is unknown, which makes it necessary to continuously reflect on the contents and methodologies of learning, an aspect that involves a curricular and methodological change that takes into account different learning contexts and models.

Speaking about Big Data in education nowadays is to highlight the potential of massive data management for the improvement of educational quality. This article offers the most relevant results of a study conducted in a university context with students of the University of Malaga. The objective of the study was to know and understand the perceptions, opinions, knowledge and attitudes related to Big Data in the education system. For this, a survey study was conducted, using the VABIDAE scale to collect data of 104 university students. A psychometric study of the scale was done with the collected data, as well as a descriptive statistical analysis. The results indicate that students are quite uninformed about Big Data and its uses that can be given in the educational field, although they have a positive perception in the face data and its use. However, they are critical of the benefits and problems that can have on the quality of education.

In this article we analyze the influence that educational robotics has on the motivation of Primary School students in a School in the Region of Murcia (Spain), as well as the impact it has on cooperative learning. In this case study 18 students and their teacher participated. The questionnaire and the interview have been the techniques used for the collection of information, with which we have been able to verify that the activities in which the educational robotics have been integrated have had a positive influence on the motivation of the students, in their interest and in the improvement of learning consolidation.  

The Internet has become an essential tool in the society in which we live, so schools have not been indifferent to this phenomenon. Its use has become an indispensable action in the daily work of an educational institution. Through this study we aim to analyze the current state of connectivity in the Spanish education system, and to determine the connectivity divide that exists between the different Spanish regions. It has been observed from a general perspective that, unlike teachers' and students' beliefs in the different educational centers, connectivity is in an optimal condition, with an average percentage of connection availability in the classrooms of more than 90%. However, not all autonomous communities enjoy the same quality of connection, with significant differences depending on the region where the focus is placed. This is a disadvantage in developing a pedagogical sequence based on technology in the classroom.

Education professionals, through the functions they perform in their day-to-day life, exert a great influence on the axiological construction of students. For this reason, the objective of this study is to analyze the perception of the values presented by the students of the Degree in Pedagogy at the University of Ferrara (Italy) as future workers in the educational field. For this, a descriptive quantitative methodology has been used. The sample is made up of 109 students from the first year of the degree and the information was collected through the standardized questionnaire called “Adapted Values Test”. The results reflect a greater liking on the part of the students of the categories of moral, affective and individual values, while those that have obtained a lesser liking have been those related to individual, political and religious participation values. These results embedded within the current postmodern society, reflect the need to promote axiological education at all educational levels.