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

In the present study they expose the characteristics of students with different learning styles in collaborative learning environments. They explore different teams organised according to their learning styles and investigate their leadership, communication, knowledge sharing and learning new knowledge. The study was carried out under the qualitative method, the CHAEA questionnaire was applied for the identification of learning styles, interviews with the students and recording of observations in a private school in Bogota, Colombia. The data obtained indicate that the predominant style in the students is the reflexive, followed by the theoretical one, the teams conformed by different learning styles present difficulty to work with the same discipline and enthusiasm that the other groups. The data also show that the different styles of learning that students have, to some extent favor collaborative learning more than others, also contributes to improve or enhance their learning style through activities that motivate them.

This paper aims to describe the results of: working with emotional intelligence through the Model of Mayer and Salovey with children of the Second Cycle of Early Childhood Education of CEIP Juan Ramón Jiménez, Huelva. The implementation came from a latent need to foster emotional intelligence in the nursery classrooms and the lack of work of emotions on the part of the nursery teachers. Once were reviewed models provided by various experts in the field were proposed a series of strategies which include a set of activities to enable students to identify and understand their emotions, express their feelings and reach the regulation of them. The results show a significant difference between the control group and the experimental group based on the evaluation rubrics used, the scales of estimation and the class diary.

The training of teachers is an exciting and necessary topic to be debated, especially when one approaches the theme of digital culture. Cyberculture is present in social, educational and cultural relations, and it is up to those who think about teacher education, to broaden their eyes on the cyberprofessor. Be updated and connected to the new technological demands in the educational sphere is a major challenge for the teacher and also to the school. This theoretical essay seeks to reflect on the digital culture present as a challenge in the training of digital teachers, in a context of ongoing formation, with the purpose of reflecting on the subject and pointing out some possible ways to align necessary knowledge for the educational context.

The network society is experiencing different text transformations under multiple views that cause changes in reading phenomenology including structural issues such as the unedited implications that the subject participant lives within the digital community. The roles of writer and reader are blurred, fragmented and lose the typical unilateral dimension of the past that gave more power to the writer. Now, the reader decides the links he or she wants to follow and uses schemes and new structures of argument and construction of meaning. In addition, the reader lives physical implications that have a substantial impact on his or her reading process through the bodily dimension –haptic and ergonomic - that he or she experiences through contact with devices. This article presents the results of a study conducted in 2013-2014 on the procedures of digital reading of primary children in the communities of Madrid and Segovia. The extensive theoretical research gives light to a field of study which has been named ArquiLectur@, and analysis of data collected through a qualitative methodology provides references and observations on the reading experiences of participants. The results describe the modalities of reading in the 21st century as well as the presentation of different typologies of young readers on the web.

We present a proposal of application of the Blended Learning methodology in the subject ‘Griego I’ of the first course of ‘Bachillerato’. This implies the design of a Didactic Unit entitled The Greek Language to be teached according to the Blended Learning methodology through the virtual platform edX Studio of the Autonomous University of Madrid. This Didactic Unit consists of seven sections divided into multiple subsections. Most sections include at least one explanatory video that students should visualize before the beginning of each face-to-face class, as well as a number of materials and assessable activities. The working time in the classroom will be devoted to discussing videos, clarifying doubts, explaining certain concepts and performing tasks related to the material available on the platform.

This article tackles the analysis of one of the educational tracks less studied in the present society, the Hospital Schools and Classrooms, in the South African social context. The research was based on a postdoctoral stay at the University of Cape Town that has allowed, through a personal study, the collection of documents and data related to the topic to be analyzed. According to an evaluative method, the following aspects are described in this article: origin and historical evolution of the sector, organization of the educational service in general and in hospital settings, teacher training, institutional connections, patients’ family care and play therapy in the hospital.

Initial teacher education is one of the key factors in analyzing the quality of education. Despite this, in practice, the training continues developing traditional models of teaching and learning theory-oriented far from reality. Tonucci’s ideas are useful for teaching as part of the in-service teacher training because they are fundamental to deepen the role educators have in the quality of life of children, youth and adults. This publication is intended to promote, from his ideas, reflective thinking and the formulation for proposals for learning activities and tasks that develop connections between the educational reality and the theoretical knowledge in many subjects of Preschool and Primary Education Degrees.

This article pretends to analyze how social skills develops through Information and Communication Technologies and if this addiction derives from the use of message services like Whatsapp could get the ability to increase social skills. It presents a case study which it sample is a group of students from ESO of different high schools from Madrid. Through the analysis of the obtained data it has been check that there is not direct relation between the elements wich were studied and so the results pointed to this effect. Among the causes of this fact is established the need to expand the sample to find all levels of addiction to Whatsapp and social skills.

In this article we will discuss the importance of the Teaching Presence in virtual learning environments from a learning construction point of view. We will summarized the evolution of virtual learning environments, that is, of eLearning, as well as the role of the teacher in such environments. In the same way we will review what we mean by Teaching Presence, to focus later on some factors that favor the development of the construction of knowledge. We will reference part of the results obtained by the author in the doctoral thesis of the same title, focusing specifically on the data obtained in one of the cases analyzed, chosen because of its relevance to this article.

The advance of the last years has turned to the technology and the knowledge that is possible to generate with the information, in transforming agents of the society. The aim of this article is to understand the changes that have brought about the introduction of the technologies in the learning processes, and that have made possible the creation of a new educational space with new rules and that demands new roles and profiles; introducing us into the digital landscape of Higher Education. Various emerging trends and models will be described and exemplified in order to glimpse the steps taken towards the incorporation of ICTs in the teaching-learning process in this educational field.