Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
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Ficha técnica: Miguel A. Huerta y Pedro Sangro (eds.)Tirant humanidadesValencia, 2018226 pp.ISBN: 978-84-17203-33-7

Ficha técnica: Josep Otón CatalánHerderBarcelona, 2017160 pp.ISBN: 978-84-25439-99-5

In the field of teaching a second language (L2), technology has always occupied a relevant position. The development of new technological tools has allowed the convergence of two learning environments, traditional face-to-face learning and virtual learning. This convergence has fostered the advantages of both types of instructions and the possibilities to learn a L2. In this study, researchers tried to explore pre-service teachers’ perspectives towards the use of wikis and discussion boards to improve writing skills in English and promote autonomous and collaborative learning in a B-learning environment. 358 pre-service teachers participated in the study in which a mixed methods research approach was adopted to integrate results and have a broader vision of the phenomenon. The results suggested pre-service teachers’ positive perception of the e-activities developed to improve the quality of their English, feeling more confidence in that language. They highlighted the opportunities afforded by wikis to create collective texts based on their agreements and individual contributions that promoted individual and cooperative learning, and by discussion boards to communicate, solve problems, get consensus or support a dynamic process. The fact of using a mixed methods research approach enhanced the validity and reliability of data, and added rigor to the study.

In the present research the integration of we analyze Augmented Reality as emerging technology with significant impact on learning. A didactic unit was implemented in 3 phases using models of Iberian art through Augmented Reality as an educational resource. Based on a quasi-experimental design in the first dimension and mixed methods in the second dimension, the data of 73 students was analyzed, applying the Wilcoxon test, the Mann Whitney U test, the signs test and participant observation. We detail that the work and integration of Augmented Reality in educational contexts does not improve significantly the academic performance. However, there are statistically significant improvements regarding motivation, active participation, group work, analysis of artistic content, interest, enthusiasm, encouragement and fun in the learning process. Through these methods and resources, students have the opportunity to manipulate artistic objects, which allows them to analyze better the contents in art. The pedagogical approach has made possible a motivating and satisfactory group work for the student, with the possibility of developing digital competence and key information skills.

Computer Assisted Qualitative Data Analysis Software (CAQDAS) are tools that help researchers to develop qualitative research projects. These software packages help the users with tasks such as transcription analysis, coding and text interpretation, writing and annotation, content search and analysis, recursive abstraction, grounded theory methodology, discourse analysis, data mapping, among several other types of analysis. This paper analyses the new paradigm of self-learning that presents itself increasingly as a competence to support learning in a proactive way. It further analyses education and CAQDAS with emphasis on the use of CAQDAS in educational research and the self-learning of CAQDAS. The study conducted had two main goals: analyse the self-learning tools of CAQDAS and identify CAQDAS's users profile regarding learning. Six software packages were selected: NVivo, Atlas.ti, Dedoose, webQDA, MAXQDA, and QDA Miner. They were then reviewed, taking into account their transversality, language, (self-learning) tools, among several other factors. The results show that there is a considerable demand for information from users regarding the execution of processes in CAQDAS, and that the packages analysed do not guide the user towards the self-learning tools that best fit their learning style.

Information and Communication Technologies influence is becoming more and more evident in all areas and its use has also increased in family and school context. Therefore, the main objective of this work is to analyze and to know family positioning and involvement, specifically of the parents, on the integration of the digital tablet in Primary Education students. The present investigation is part of the qualitative methodology, for it has approached a study of multiple cases, from the collection of parents narratives of students from four educational centers located at northwest of Spain. A content analysis was applied to obtained data. As main results and conclusions, it should be pointed out that fathers and mothers show that there are no difficulties in working with the tablet with their descendants, although they did not receive any specific training or consider it necessary. Their overall assessment is positive and they argue that tablet use increases their children motivation, but they do not find improvement in their school performance. It is noteworthy that they keep track of children, upon children request, on tablet use at home without stimulating them directly.

In this article we analyze the processes of search, access and discrimination of digital information. The research sample is made up of 196 participating students from the Grades in Early Childhood and Primary Education at ISEN Cartagena, a University Center subscribed to the University of Murcia (Spain). This research is a case study for convenience, empirical, descriptive, non-experimental and it can be classified as having an exploratory nature. The data were collected through a questionnaire. The results show that the students do not plan their searches beforehand and that they rarely use tools, strategies and techniques. Moreover, findings suggest that when evaluating the information the students mainly check coherence, grammar and updating. We can say that the future teacher must develop a greater degree in digital competence, to give a more qualified answer to the processes of search, access and discrimination of digital information.

Technological Pedagogical Content Knowledge (TPCK) represents the teachers’ professional knowledge needed to integrate technology in education. Following a design-based approach this study describes the strategies for designing and assessing an in-service science teacher education course. Data was obtained through interviews, questionnaires, using participant observation and analysis of in-service science teachers’ professional portfolios. A detailed description of the research methodology and findings is given, including an overview of the implications of the study. Results show that integrating technology with a Research Teaching Perspective (RTP) could be a way to develop innovative science lessons for students. Suggestions for the creation of a design framework for the development of initial and in-service science teachers’ TPCK are put forward.

The aim of this paper is to analyse the adjustment of the equipment and use of technologies policies in the schools that participate in the Technological Innovation Secondary School Project of the Community of Madrid, the teacher training and the teachers’ beliefs about the use of ICT. For that, a case study methodology is carried out in three Secondary Schools. The results show that it exists some disconnection between the policies about use of ICT in the schools and the reality of them, only some aspects of ICT in education are in the teacher training, and only part of teachers is sensitive to the need of integrating the ICT in education. As conclusions, some uses of ICT and some training areas that should be further developed and that should be promoted from educational policies are identified.

Las evaluaciones al desempeño fiscal de los municipios son importantes para mejorar las políticas en materia de ingresos y gastos, así comopara fortalecer las finanzas municipales. Este estudio presenta la evaluación de los municipios de Sinaloa, mediante la construcción de un índice sintético determinado por una serie de indicadores simples que evalúa cuantitativamente el desempeño en materia fiscal de los gobiernos locales. Los resultados muestran un índice de desempeño mejor en la zona centro, centro-norte y parte del norte del estado de Sinaloa, mientras la sur (excepto Mazatlán), centro-sur, noroeste y parte del norte tienen un índice sintético más bajo.