Números Publicados > Volumen y Número

Title- The purpose of this paper was to validate the scale of Analysis of M-learning Practices in the University (APMU), designed to evaluate good teaching practices of mlearning in the university environment. Different strategies were used such as expert judgement, exploratory factor analysis, confirmatory factor analysis and reliability analysis from a sample of 1125 university professors. The scale was composed by 16 items configured in five factors: mobile devices, digital competence, knowledge construction, cooperative work and education. Finally, the scale presented good psychometric properties, gathering a unique and reliable instrument to evaluate good teaching practices with mobile devices at the University.

Index Terms- mobile learning, mobile devices, higher education, good teaching practices, evaluation.

Title- This article is an integral proposal of remote laboratories that complements the classes and the traditional laboratories of the subjects of Automatics at Universidad de Piura. Four control loops have been implemented in the FESTO Compact Workstation pilot plant to remotely manipulate them: level control, flow control, pressure control and temperature control; in each one of them the students must identify the open-loop process, understand the nature of the process and finally control it in a closed loop, all this in an automated and remote way through the Internet. EasyPort and DirectLogic06 PLC have been used for module control, DirectSOFT software for PLC programming, FESTO Didactic EzOPC and NI OPC Servers for communication and mainly LabVIEW for graphic interface and data processing.

Index Terms- Remote laboratory, automatic control, LabVIEW, FESTO.

Title- — In the area Information and Communication Technologies, in addition to the problem of engagement, students often have difficulties in learning subjects related to modeling and programming. The reasons for these difficulties are well known and described in the literature, pointing to difficulties in abstraction and logic. Knowing the value of flexible and personalised learning, teachers are changing the way they teach, using different active learning methodologies, such as: flipped classroom, project-based learning and peer instruction. This paper describes an experiment conducted to improve the learning experiences of the students enrolled in a Computer Science bachelor’s degree course, attending three curricular units: Information Systems Development, Data Structures and Web Languages and Technologies. The approach followed by the teachers, used project-based learning as an active learning methodology. This methodology was used to achieve four main objectives: (i) improve student’s engagement; (ii) improve learning outcomes achievement (iii) increase the course success rate and (iv) allow students to experience the need for the software development lifecycle, feeling that software engineering is not a block-based process but dependent on previous activity, often leading to the need to go back in the process. The results obtained with the use of the active methodology were well accepted by the students and allowed to reach the proposed objectives.

Index Terms- — Students Engagement, Project-based Learning, PBL, Active Learning, Software Engineering, Requirements Engineering.

Title- This work shows how the students of the second academic cycle of the Geology Engineering career of UTPL has been carried out a project of Challenges Based Learning, in which interchange contents and the learning methodologies of tow subjects, Crystallography and Mineralogy and Analytical Chemistry, the students learned to identify mineral samples in fluvial sediments, from the mineralogical and chemical point of view. They were organized in groups by assignment of roles, they took pictures from each activity and they realized a movie, using two social networks (Instagram and YouTube), they could visualize the results.

Index Terms- Learning based on challenges, roles, mineralogy, chemistry, social networks.

Title- In this article a visual programming tool is shown, which allows coding programs by abstracting complex parts of the syntactic structures of the language by means of graphic representations combined with textual expressions. The tool allows student to relate the syntax of a language to the logic of solving a problem. To validate the proposal, we carried out an experience with a group of students who used the tool and another group who used Eclipse. The results show that there was an additional 23.4% of students who used the tool and reduced their error rate compared to those who used Eclipse.

Index Terms- Computer science education, Learning, Emotion recognition.

Title- Expository approaches in project management education do not seem engage engineering students, who lack transferable competencies. This article reviews the project management competencies, Generation Z profile, and teaching methods trends reported in the literature. It presents a study involving 147 engineering students, through a self-report questionnaire, to explore their profile's self-awareness and compare it with the literature. A correlational study links the Generation Z personality traits with project management soft skills. Findings reveal interesting personality characteristics of Generation Z engineering students for project management. The sample showed low recognition of their individualism, less personal relationships, and did not value their creative potential. Some traits have a significant effect on critical soft skills. Other soft skills were not supported in personality traits. This work suggests implications for re-think educational approaches to Generation Z engineering students.

Index Terms- Engineering Education, Project Management; Engineering Students.

Title- The goal of this invited editorial is to introduce the second set of articles of the special issue on Challenges on the educational field: Digital Competence. This special issue integrates papers focused on identifying, sharing and valorizing researches focused on Digital competence.

Index Terms- Emergency Remote Education (ERE), digital competence, teacher professional development

Abstract- The objective of this paper focuses on the analysis of emerging technologies in the labour context. It explores working women´s perception on digital resources and devices as working tools and their use. It also assesses differences in usage based on the level of studies and makes a predictive analysis about women workers´ assessment, use and purpose types of digital devices and resources. The study involved three hundred and seven women with secondary studies and an average age of thirty-three years. They were randomly selected from the population of workers of a Spanish commercial company. The scale Emerging Technological Resources and Digital Competence, developed ad hoc, was applied to assess the level of digital literacy and the acquisition of digital competence (receiver-consumer and transmitter-creator). The results obtained through descriptive analysis, comparison of means and regression analysis indicate that workers have a medium level of knowledge about emerging technologies, while their participation and use in the work context is more limited. The educational level is a relevant factor in worker’s perception about emerging technologies. Women workers´ degree of knowledge, predicts a greater participation and use of devices and resources, what constitutes a satisfaction and success work factor. Some conclusions and implications for the practice, such as the necessity of expanding and improving women workers´ training, are derived from the study. This training should be intentional and planned so that women workers are able to acquire digital competence and benefit from the possibilities of digital resources.

Index Terms- education, training, gender, digital literacy, digital competence, digital gap, ICT.

Title- Digital teaching competence is one of the main training needs today. However, teacher training curricula indicates a significant gap in this area. The objective of this study is to carry out a systematic review of scientific articles published between 2011 and 2020 that analyze the digital teaching competence of pre-service teachers who are mainly studying in Spanish universities. The reviewed studies show that there is a great heterogeneity of theoretical frameworks and instruments. Pre-service teachers point out that they have certain digital skills, but lack pedagogical skills to digitally enrich the teaching-learning processes. These aspects imply challenges in research, in educational policy and in teacher training curriculum development.

Index Terms- digital competence, pre-service teachers, teacher training

Abstract- This paper aims to analyze the risk actions carried out by children and teens in relation to what they post and share on social networking sites and instant messaging services. The research was conducted in accordance with a descriptive and exploratory methodology, using a 39-item questionnaire with a Likert-type response scale. The study analyzes a wide range of actions carried out on mobile devices by 856 children and teens aged between 9 and 17 years. The results reveal statistical differences in age and gender, with girls engaging in more risk actions that do not involve an express desire to harm other people. Snapchat is the most commonly-used app for inappropriate actions linked to the posting of content online. In conclusion, educational interventions must be improved in order to increase children's safety and level of digital competence.

Index Terms- Internet, Social network services, Risk analysis, Education.

Title- This article analyzes the contribution of three continuous professional development sessions for the improvement of teachers’ digital competence. The contribution was measured using a pre- and post-test. It uses The European Framework for the Digital Competence of Educators (DigCompEdu) as a guiding document and the DigCompEdu Check-In questionnaire as a (self)assessment tool. The results show that the contribution was positive, with proficiency levels improving in all competence areas and competences explored during the sessions. Implications are discussed.

Index Terms- DigCompEdu, Digital technology, Professional digital competence, Self-assessment, Teacher professional development.

Title- The documentary screening carried out in this study supports arguments about the relationship between institutional conditioning in the implementation of digital media in educational practice and the digital competence required by teachers to undertake it. Also, this review justifies the innovative double response of teachers aimed at avoiding determinism in two educational settings differentiated by the presence or lack of digital hybrids. One of them is based on reassigning the secondary functions, and incorporating them into the primary, or essential, functions that have used the tools of a technological family since their origin. The second one entails the resignificance, or change of primary function between the two that support digital hybrids, as applied to production or reproduction of discourses.

Index Terms- Digital competence, Digital innovation of teachers, Technological determinism, Teacher professional development.

Title- Currently, Teachers’ Digital Competence is essential for teachers. This research is a case study with a quantitative methodology about the self-perception of students of the Degrees of Pre-Primary Education and Primary Education regarding their Teachers’ Digital Competence. The results show greater mastery in the Relational, ethical and safety dimension and in the Personal and Professional dimension. On the contrary, they show less competence perception in the Didactic and in the Organizational scope. Moreover, the university degree and the entrance path are identified as influencing factors in their perception of domain whilst gender is ruled out as a decisive element.

Index Terms- Curriculum development, Educational programs, Educational technology, Vocational training

Title- There is a worrying gap between the digital competence that teachers must have to effectively develop their students’ digital competence and the one they actually have, especially in the area related to the safe and responsible use of technology. Further investigation is needed on the use of training activities, methods and tools aimed at enhancing this competence. This article examines, in the context of an online course in MOOC format, the usefulness of Social Lab, a simulated social network, as an educational tool to improve the digital competence of teachers in the area of safe and responsible use of technology

Index Terms- Digital competence, e-Safety, educational technology, social engineering, social network, teacher education

Abstract- This study aims to evaluate the learning of writing competencies in a digital environment, also called “Escritura Argumentativa” (EA) (Argumentative Writing). For this purpose, a quasi-experimental design is deployed with an experimental group and a control group of 50 undergraduate students each. In this design, two repeated measurements, pretest and post-test, are applied to three dependent variables: a) metacognition in writing, b) self-efficacy in argumentative writing, and c) structure of the argumentative text. Thus, it consists of a mixed design as validated questionnaires are selected for variables a and b, whereas variable c is described through the application of content analysis. The results indicate that the competencies developed in the use of digital resources, applications and tools, once integrated in the EA environment, significantly improve the writing competencies, which are taught when students use their native language (Spanish).

Index Terms- writing self-efficacy, rhetorical moves, argumentative essay, metacognitive writing, digital competence, university

Title- This article aims to analyze and understand the ICT based communication of Galician preteens; their knowledge and attitudes in the area of Communication and Collaboration of Digital Competence (DC), especially in relation to interaction, netiquette and digital identity. For this, a mixed methodology is used -multiple case study and DC evaluation- taking the DIGCOMP model as a reference. The results show that there are competence gaps, difficulty in terms of transferring learnings between contexts, gender differences in habits and capacities and the important role of the family in the whole process

Index Terms- Digital Competence, Teenagers, Compulsory Education, Communication, Collaboration