The main objective of this research is to understand the perception of future teachers, students enrolled in the early childhood education and primary education degree programs (19-21 years approx.), regarding the use of the TikTok app as a learning resource in heritage and historical education, as well as the significance they attribute to cultural heritage as content to be addressed the classroom. Additionally, the study aims to evaluate the outcomes of a didactic proposal based on the creation of videos with heritage content through TikTok in the Social Sciences courses. The mixed-methods study, using an action-research design, with two questionnaires (n=75), was conducted at the University of Zaragoza. The results are significant in relation to the students' perception of the use of the application for the future teaching of heritage, as they express willingness to implement it in their future teaching practices, to use new technological tools in the educational field, and to recognize the positive impact of such tools on heritage education. Furthermore, the students consider audiovisual media, particularly the TikTok app, to be a valuable resource for teaching, social-izing, and preserving cultural heritage, which can be utilized in education across various con-texts. However, they infer that its use in the classroom should be under the strict supervision and control of the teacher.
One of the most pressing issues in higher education today is the high number of students who drop out of their studies. The causes behind each of the situations that lead students to interrupt their studies are varied and have personal, family, institutional, and social implications. That is why there has been an insistence on the need to implement measures and strategies to address this serious problem and prevent the risk of students dropping out. To this end, R@ices de aprendizaje (Roots of Learning) was created, a university tutoring program aimed at students at high risk of dropping out. The program was organized around different areas of work (personal, academic, and social) and various activities were developed following a personalized mentoring strategy based on the needs of each student. The results obtained have been satisfactory, as participants have positively evaluated the support received to improve some basic skills necessary to manage their educational process at the university. We believe that this type of program, focused on personalized attention to students, is a useful strategy to prevent the high number of students who leave university each year without completing their studies.
As technology evolves rapidly, Artificial Intelligence (AI) has gained significant importance in several sectors, including education. Its potential to transform the teaching-learning process is evident, as it can personalise learning experiences, offer instant feedback, and adjust to the individual needs of students. However, it requires professionals who have the knowledge and resources to integrate it into their teaching practice. The aim of this study is to improve the use of Artificial Intelligence by Primary Education teachers in the Community of Madrid through the design and validation of a catalogue of AI tools with educational possibilities. Using a mixed methodology under the paradigm of Design-Based Research (DBR), the research had a first cycle structured in four phases: initial diagnosis, catalogue design, validation and final review, with a total sample of 32 Primary Education teachers. The results showed a high interest by teachers in using AI in their classrooms along with an explicit demand for practical training and catalogues of AI tools with examples of activities. This is because, although 100% of teachers claimed to be familiar with AI, only 37.5% had received specific training on its educational application. In response to these needs, the study designed and validated an interactive catalogue of ten AI tools organised into seven categories, reviewed and improved following suggestions from a focus group.
El presente artículo es una investigación de carácter exploratorio y cualitativa cuyo principal objetivo es reconocer cómo mediante el desarrollo de la conciencia crítica, la asignatura de Lengua castellana y Literatura puede contribuir a la mejora del bienestar emocional y fortalecer la autoestima del alumnado de Bachillerato, a través de su formación como personas críticas y reflexivas en cuanto a la información que consumen sobre salud mental. Para abordar este tema, partimos del estudio de la conciencia crítica en el contexto de la información sobre salud mental y del impacto en la sociedad que tiene el uso de un lenguaje estigmatizador en los medios de comunicación y las redes sociales. Para relacionar salud mental y lenguaje, diseñamos e implementamos en aula una secuencia didáctica sobre los géneros periodísticos, cuyo producto final ha sido la creación de un pódcast en el que el alumnado realiza entrevistas sobre salud mental. Los resultados de estas entrevistas y de los informes finales del conjunto de estudiantes se contrastaron con los datos obtenidos de entrevistas a personas expertas. Tras analizar los datos, concluimos que la asignatura de Lengua castellana y Literatura puede fomentar la conciencia crítica en estudiantes de Bachillerato. Esto se logra mediante la enseñanza del lenguaje emocional, el fomento de la lectura de obras literarias que abordan temas sobre salud mental y el desarrollo del pensamiento crítico a través del análisis de contenidos.
El aprendizaje de las habilidades técnicas fundamentales del fagot requiere una enseñanza estructurada que permita integrar y automatizar dichas competencias en la memoria a largo plazo del estudiante. En este contexto, la instrucción directa, basada en los principios propuestos por Rosenshine (2012), emerge como una metodología eficaz para la enseñanza de las destrezas necesarias para dominar el instrumento. Este enfoque metodológico se fundamenta en tres pilares: (1) la ciencia cognitiva, que integra avances de la neurociencia sobre los procesos de aprendizaje del cerebro; (2) las prácticas pedagógicas de reconocidos maestros, cuya efectividad ha sido ampliamente documentada; y (3) la investigación cognitiva aplicada al aprendizaje de tareas complejas. La instrucción directa se caracteriza por el empleo de estrategias como la planificación, la estructuración, la secuenciación y la dosificación de contenidos, así como el uso de la evocación, el modelado y la retroalimentación. Para analizar la aplicabilidad de este enfoque en la enseñanza del fagot, se realizó una investigación cualitativa mediante entrevistas semiabiertas a un grupo heterogéneo de docentes especialistas. Los resultados revelan que la implementación de las estrategias de instrucción directa está condicionada por las particularidades individuales de cada aprendiz, lo que resalta la necesidad de adaptaciones personalizadas en los procesos educativos.
El principal objetivo de esta investigación es conocer la percepción de futuros docentes, estudiantado de los grados en Magisterio en Educación Infantil y Primaria (19-21 años aprox.) sobre el uso de la app TikTok como recurso de aprendizaje en educación patrimonial e histórica, y la significación que le otorgan al legado cultural como contenido a abordar en las aulas; además de evaluar los resultados de una propuesta didáctica basada en la creación de videos de contenido patrimonial a través de TikTok, en las asignaturas de Ciencias Sociales. El estudio de carácter mixto, mediante un diseño de investigación-acción, con dos cuestionarios (n=75), se realizó en la Universidad de Zaragoza. Los resultados son significativos en relación a la percepción del estudiantado sobre el uso de la aplicación para la futura enseñanza del patrimonio, al mostrar disposición por su implementación en su futura praxis docente, por utilizar nuevas herramientas tecnológicas en el ámbito educativo y al reconocer el impacto positivo de las mismas en la educación patrimonial; además, los alumnos y alumnas consideran que los medios audiovisuales y en particular la app TikTok es un valioso recurso para la enseñanza, socialización y preservación del legado cultural, que puede ser utilizado en el ámbito de la educación en sus diferentes contextos. No obstante, infieren que su utilización en las aulas debe ser bajo la estricta supervisión y control del docente.
This study analyzes how teachers integrate digital technologies into their assessment practices, focusing on their perceptions, use of digital tools, and the development of their Digital Teaching Competence (DTC). A cross-sectional exploratory study was conducted with 83 teachers enrolled in a Master’s program in Mathematics Education. Data were collected using a question-naire based on the Digital Teaching Competence Framework (DTC), composed of Likert-scale and multiple-choice items. Cronbach’s alpha coefficient was calculated to assess internal consistency, and the suitability of the data for conducting an exploratory factor analysis was verified. The results reveal a positive attitude toward digital assessment, but also persistent barriers such as infrastruc-ture limitations and students’ low digital competence. Furthermore, a limited use of digital plat-forms for collecting and analyzing learning evidence and insufficient monitoring of student progress in virtual environments were observed. Statistically significant differences were identified according to age: teachers under 35 years of age integrate digital tools more frequently than older teachers. The study provides evidence of a gap between teachers’ perceived digital competence and the implementation of digital tools in assessment practices, and shows how Personal Learning Environments (PLEs) influence these dynamics. Overall, the study delves into how emerging technologies can improve assessment and foster the development of key competencies in teachers and students within an evolving educational context.
Uno de los problemas que más preocupa actualmente en el contexto de la educación superior es el elevado número de estudiantes que abandonan la formación. Las causas que están detrás de cada una de las situaciones que lleva al estudiado a interrumpir sus estudios son variadas y tienen una incidencia tanto personal, como familiar, institucional y social. Por eso se viene insistiendo en la necesidad de poner en marcha medidas y estrategias para hacer frente a este grave problema y prevenir el riesgo de abandono de los estudios. Con esta finalidad se creó R@íces de aprendizaje, un programa de tutoría formativa universitaria dirigido a estudiantes de alto riesgo de abandono de los estudios. El programa se realizó en torno a diferentes áreas de trabajo (personal, académica y social) y se han desarrollado diferentes actividades siguiendo una estrategia de mentoría personalizada, partiendo de las necesidades de cada estudiante. Los resultados obtenidos han sido satisfactorios, ya que los participantes han valorado positivamente el apoyo recibido para mejorar algunas competencias básicas necesarias para gestionar su proceso formativo en la universidad. Consideramos que este tipo de programas, centrados en la atención personalizada de los estudiantes, es una estrategia útil para evitar el elevado número de estudiantes que cada año deja la universidad sin concluir sus estudios.
A medida que la tecnología evoluciona rápidamente, la Inteligencia Artificial (IA) ha adquirido una importancia significativa en varios sectores, incluida la educación. Su potencial para transformar el proceso de enseñanza-aprendizaje es evidente, pudiendo personalizar las experiencias de aprendizaje, ofrecer feedback instantáneo y ajustarse a las necesidades individuales de los estudiantes. Sin embargo, requiere de profesionales que cuenten con los conocimientos y recursos para integrarla en su práctica docente. El objetivo de este estudio es mejorar el uso que los docentes de Educación Primaria de la Comunidad de Madrid hacen de la Inteligencia Artificial mediante el diseño y validación de un catálogo de herramientas de IA con posibilidades educativas. Mediante una metodología mixta bajo el paradigma de la Investigación Basada en Diseño (IBD), la investigación contó con un primer ciclo estructurado en cuatro fases: diagnóstico inicial, diseño del catálogo, validación y revisión final, en las que se contó con una muestra total de 32 docentes de Educación Primaria. Los resultados mostraron un alto interés por parte de los docentes en usar la IA en sus aulas, junto con una demanda explícita de formación práctica y catálogos de herramientas de IA con ejemplos de actividades, puesto que, a pesar de que el 100% de docentes afirmó conocer la IA, solo el 37,5% había recibido formación específica sobre su aplicación educativa. En respuesta a estas necesidades, el estudio diseñó y validó un catálogo interactivo de diez herramientas de IA organizados en siete categorías, revisado y mejorado tras las sugerencias de un grupo focal.
Not only does integrating movies into the college classroom represent an opportunity for promoting knowledge, it also increases students’ interest in daily lessons. However, little is known regarding the type of academic movie tasks which might help establish relevant concepts in Psychobiology. Hence, the main objectives of this study were: 1) to analyse whether using commer-cial movies to answer a set of questions would have a positive impact on the acquisition of new concepts; 2) to evaluate whether watching movies presents specific advantages in student perfor-mance when compared to reading books or comic-books by answering the same questions and evaluating student perception regarding satisfaction, commitment, difficulty, and usefulness. Par-ticipants included in our study (n=163) were randomly assigned to either mandatory or voluntary groups. After indicating whether they preferred watching movies or reading books or comic-books they answered specific questions. The total score of both tasks (assessed by two independent reviewers) was collected. In addition, an online survey gathered students’ hobbies and habits before starting the tasks, as well as their perceptions regarding the tasks after completing them. Our study revealed that students preferred watching movies to complete their tasks, which had a positive impact on the students’ learning. Nonetheless, there were no differences between the groups’ (type of stimulus or mandatory character) performance or students’ perception of both tasks. Our study highlights which type of academic tasks could be employed in Psychobiology for consolidating knowledge. Moreover, it reinforces the notion that students’ preferences do not necessarily corre-spond with their performance.
This study explores the use of an edublog as a didactic tool in the Early Childhood Education Degree program at the Universidade de Santiago de Compostela, with the aim of updating teaching practices and adapting them to the 21st-century digital context. We hereby propose a systematization of the steps to follow in order to implement a project of these characteristics, and its main results are also presented. The project involved 150 students who designed and published teaching resources in Galician for Early Childhood Education students using the WordPress content management system and the Virtual Classroom. The main objectives were to foster creativity, promote teamwork, enhance digital competence and improve the students' written expression. To evaluate the experience, a qualitative analysis of the responses from an anonymous open-ended questionnaire was conducted. The results show a highly positive reception, as almost all students considered the project beneficial. The most outstanding aspects were the development of creativity, effective teamwork and a significant improvement in written communication skills and digital competence. However, limitations were also identified, such as the lack of continuity in the project, technological insecurity among some students and insufficient time for interaction and peer evaluation. The study emphasizes the potential of edublogs to transform university learning through an active and collaborative approach and suggests improvements, such as extending the project's duration, providing closer technical support and optimizing the dissemination of the resources created by the students.
Directing our attention, controlling external and internal distractions, or discerning between what is convenient and what one desires to do, are becoming decisive actions for adaptation in an increasingly complex modern world. In learning contexts, achieving the aforementioned involves the integration of cognitive and metacognitive strategies. This constitutes the basis of self-regulated learning, which will allow students to understand, process, and effectively apply knowledge. In this article, we present MiCOE. A system-resource focused on the strategic organization of information for self-regulated learning. This case study represents the first step in the validation process of MiCOE. Twenty elementary school students participated, and the focus group technique was used for data collection. The results indicate that students positively value the use of MiCOE despite the difficulties encountered during the adaptation process. This can be completed in two weeks and benefits from family support. Students consider that this resource facilitates the organization of tasks, work, and exams, surpassing the possibilities of the traditional agenda.
The objective of this study has been to conduct an analysis of digital resources to assist teachers in selecting the most suitable ones for teaching the German language, with a focus on improving pronunciation and oral expression, areas where deficiencies have been observed in German textbooks. The study utilized a reduced version of an evaluation tool applying a scoring methodology. The resources were evaluated in three categories: pedagogical aspects, functionalities, and economic and aspects. The data were normalized, and constant variables were excluded to perform more precise analyses. K-means and hierarchical cluster analyses were employed to confirm the validity of the identified groups, and a factorial analysis was conducted to assess the robustness of the clusters. The results indicated that four resources received a "Notable" rating, one "Good," four "Sufficient," and three "Insufficient." The component analysis identified that psycho-pedagogical aspects and economic sustainability are the best developed. The difference between the highest and lowest scores was greater in Group A than in Group B, indicating greater variability in the quality of Group A's resources. The tool used is effective in differentiating the quality of digital resources for teaching German pronunciation. Group B's resources are more homogeneous and of higher quality compared to those in Group A. This analysis helps teachers in selecting appropriate digital resources for teaching German.
This research focuses on the training of students of Technical Architecture or Building Engineering who, together with other technicians, are involved in the Spanish construction sector. The production of construction details as a communication tool allows any kind of ambiguity or doubt derived from oral language to be eliminated, and facilitates the correct planning of the works, proper measurement and budgeting of the items and, above all, good execution on site. For this reason, the acquisition of skills for the execution of construction details is a key competence for building technicians. The main objective is to design a rubric that allows the evaluation of skills in the execution of construction details of the interior finishes of the building (flooring, false ceilings, partitions, etc.) of the students of the Degree in Technical Architecture of the University of Alicante. The results show that, as the planned exercises were carried out, there was a significant improvement in the students' resolution of the construction details. The rubric designed allows for the assessment of complex thinking, through the use of real projects in problem solving, which is reinforced by the use of the rubric by the students themselves through peer assessment. The rubrics make it possible to assess the acquisition of the competences required by the European Higher Education Area and to foster students' autonomous and self-regulated learning. In addition, peer assessment has provided students with a tool for training and self-assessment.
This research focuses on the training of students of Technical Architecture or Building Engineering who, together with other technicians, are involved in the Spanish construction sector. The production of construction details as a communication tool allows any kind of ambiguity or doubt derived from oral language to be eliminated, and facilitates the correct planning of the works, proper measurement and budgeting of the items and, above all, good execution on site. For this reason, the acquisition of skills for the execution of construction details is a key competence for building technicians. The main objective is to design a rubric that allows the evaluation of skills in the execution of construction details of the interior finishes of the building (flooring, false ceilings, partitions, etc.) of the students of the Degree in Technical Architecture of the OMITTED University. The results show that, as the planned exercises were carried out, there was a significant improvement in the students' resolution of the construction details. The rubric designed allows for the assessment of complex thinking, through the use of real projects in problem solving, which is reinforced by the use of the rubric by the students themselves through peer assessment. The rubrics make it possible to assess the acquisition of the competences required by the European Higher Education Area and to foster students' autonomous and self-regulated learning. In addition, peer assessment has provided students with a tool for training and self-assessment.
El objetivo de este estudio ha sido realizar un análisis de recursos digitales para asistir al profesorado en la selección de los más adecuados para la enseñanza del idioma alemán, con un enfoque en la mejora de la pronunciación y la expresión oral, áreas donde se ha observado una carencia en los manuales de alemán. El estudio utilizó una versión reducida de una herramienta de evaluación aplicando una metodología de puntaje. Los recursos fueron evaluados en tres bloques: aspectos pedagógicos, funcionalidades, y aspectos económicos. Los datos se normalizaron y se excluyeron variables constantes para realizar análisis más precisos. Se emplearon análisis de clústeres de K-medias y jerárquicos para confirmar la validez de los grupos identificados, y un análisis factorial para evaluar la robustez de los clústeres. Los resultados indicaron que cuatro recursos obtuvieron la calificación de Notable, uno Bien, cuatro Suficiente y tres Insuficiente. El análisis de componentes identificó que los aspectos psico-pedagógicos y la sostenibilidad económica son los mejor desarrollados. La diferencia entre las puntuaciones más altas y bajas fue mayor en el grupo A que en el grupo B, indicando una mayor variabilidad en la calidad de los recursos del grupo A. La herramienta utilizada es efectiva para diferenciar la calidad de los recursos digitales para la enseñanza de la pronunciación en alemán. Los recursos del grupo B son más homogéneos y de mayor calidad en comparación con los del grupo A. Este análisis proporciona una ayuda para los docentes al seleccionar recursos digitales adecuados para la enseñanza del alemán.
Este estudio explora el uso de un edublog como herramienta didáctica en el Grado en Maestro/a de Educación Infantil (EI) de la Universidade de Santiago de Compostela con el fin de modernizar las prácticas docentes y adaptarlas al contexto digital del siglo XXI. Proponemos una sistematización de los pasos a seguir para implementar un proyecto de estas características, y se presentan los principales resultados del mismo. El proyecto involucró a 150 estudiantes, quienes diseñaron y publicaron recursos educativos en gallego para el alumnado de EI utilizando el sistema de gestión de contenidos WordPress y el Aula Virtual. Los objetivos principales eran fomentar la creatividad, promover el trabajo en equipo, mejorar la competencia digital y potenciar la correcta expresión escrita del alumnado. Para evaluar la experiencia, se realizó un análisis cualitativo de las respuestas obtenidas a una encuesta anónima con preguntas abiertas. Los resultados muestran una recepción muy positiva, pues la práctica totalidad del alumnado considera que el proyecto fue beneficioso. Los aspectos más destacados son el desarrollo de la creatividad, el trabajo en equipo y una notable mejora en las habilidades de comunicación escrita y competencia digital. Sin embargo, también se identificaron limitaciones, como la falta de continuidad del proyecto, la inseguridad tecnológica de algunos/as estudiantes y el tiempo insuficiente para la interacción y coevaluación. En el estudio se resalta el potencial de los edublogs para transformar el aprendizaje universitario mediante un enfoque activo y colaborativo, y se sugieren mejoras, como extender la duración del proyecto, ofrecer un soporte técnico más cercano y optimizar la difusión de los recursos creados.
Dirigir nuestra atención, controlar las distracciones externas e internas o discernir entre lo que conviene y lo que se desea hacer, se están convirtiendo en acciones determinantes de adaptación a un mundo moderno cada vez más complejo. En contextos de aprendizaje, lograr lo anterior supone la integración de estrategias cognitivas y metacognitivas. Esto constituye la base de un aprendizaje autorregulado que permitirá a los estudiantes comprender, procesar y aplicar el conocimiento de manera efectiva. En este artículo presentamos MiCOE. Un sistema-recurso centrado en la organización estratégica de la información para el aprendizaje autorregulado. Este estudio de caso supone el primer paso del proceso de validación de MiCOE. Participaron veinte estudiantes de primaria y se utilizó la técnica de grupo de discusión para la recogida de información. Los resultados indican que los estudiantes valoran positivamente el uso de MiCOE a pesar de las dificultades encontradas durante el proceso de adaptación. Este se puede completar en dos semanas y se beneficia si se cuenta con el apoyo familiar. Los estudiantes consideran que este recurso facilita la organización de tareas, trabajos y exámenes, superando las posibilidades de la agenda tradicional.
The topic of Telecollaboration, also known as Virtual Exchange, has gained prominence in recent years within the field of computer-assisted language learning. In this article, we present the key research findings regarding learners' perspectives on this language learning approach. We then provide the results of a mixed-methods analysis of the post-task phase of an English as a Lingua Franca exchange conducted between Spanish and Japanese university students as part of the VELCOME project (Virtual Exchange for Learning and Competence Development in EMI Classrooms-RTI2018-094601-B-100). We analysed the data coming from the Japanese cohort's oral output, the Spanish cohort's written production and the results of a reflection survey administered to both cohorts in order to answer two research questions: 1) What are the perceived benefits and challenges of the telecollaboration project? and 2) How did the students evaluate these benefits quantitatively and qualitatively? Did both cohorts evaluate them differently? Our results indicate that the students from both cohorts, despite their different cultural backgrounds and language proficiency levels, viewed the exchange very positively. They emphasized several benefits brought about by the experience, such as improvements in oral skills, the opportunity to practice English in an authentic and meaningful context, and the chance not only to learn about another culture, but also to reflect on their own.
In recent years, the importance of the university's role in training both competent professionals as well as critical and participatory citizens has been highlighted. This approach is crucial in an ever-changing knowledge society. In this context, higher education faces the challenge of innovatively adapting to the current situation and this underscores the need to foster a culture of innovation in its institutions to maintain educational quality. The purpose of this study is to analyse the attitudes of pedagogy students at the University of Murcia towards educational innovation in the university context. The QUACINE questionnaire was used. The sample was 246 students from the 2023/2024 academic year. Results indicate that students assess educational innovation positively, highlighting the motivation and dedication of teachers, the university context, and the use of methodologies adapted to the current reality as necessary factors for innovation. Significant differences were observed according to gender and the course. In conclusion, future pedagogues, who study education in order to analyse and enhance it, perceive educational innovation as a key pillar in universities that want to ensure educational quality in line with today's society.
