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Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The areas of interest in educational technology have been changing in relation to the evolution of the discipline. Technological developments and new educational approaches have allowed it to undergo an evolution in terms of topics, approaches and research methodologies. This article presents a study of the areas of interest and research topics in this discipline, through the analysis of its evolution, from instructional design and comparative studies, through the new approaches that integrate the different learning theories, to the impact of the development of new teaching modalities, such as e-learning. The analysis of the current state allows us to compile possible lines of future research in terms of subject matter, methodological approach, contexts and participants, which may be of interest to the scientific community. [ABSTRACT FROM AUTHOR]

The achievement of digital competence among students has become a main objective within Spanish educational policies in recent decades. In this regard, the European Framework for Digitally Competent Educational Organizations (DigCompOrg) guides schools in their digitization process in a systematic way. This research evaluates the degree of development of the use of learning technologies in a secondary school in the Region of Murcia (case study) according to the dimensions contemplated in the European model. The research design is based on the ADDIE model and chooses a mixed methodology in which quantitative (SELFIE questionnaire) and qualitative (discussion group) techniques are applied. The results presented here collect the analysis of the qualitative information on secondary school students, teachers and school leaders. This first stage of detection of needs has allowed the center to establish a self-reflection and self evaluation process on its digitization process, as well as the proposal of actions and improvement strategies that reinforce its commitment to digital pedagogies. Among them is the development of a digital strategy for the center, establishing progress evaluation mechanisms or working with digital learning technologies that promote self-evaluation and co-evaluation, all of which are related to the leadership dimensions and evaluative practices of the European model. [ABSTRACT FROM AUTHOR]

This article focuses on gender equality as one of the most relevant objectives of the educational system to alleviate gender violence and combat stereotypes. At the same time, ICTs have become a very important educational tool in a digital society like the one where we live. Around these two topics we conducted this research whose purpose is, from the scientific production of the last six years, to analyze the educational practices in formal contexts that deal with gender equality and ICTs (infant, primary, secondary and higher education). The research design is a systematic review, based on the PRISMA statement and the PICoS strategy, using the 2013-2019 search period. After a screening process of a total of 90 documents, 18 papers were found that cover both study topics (gender and ICTs). A content analysis supported by semantic networks was performed, using Atlas.ti v.8. Among the main results, we highlight that most of the good practices in the different educational levels are related to the use of web 2.0. and STEM competences. Finally, we recommend the design of proposals that work on gender through ICTs, with the "smart classroom" as an interesting suggestion that is part of the emerging pedagogies. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educar is the property of Universitat Autonoma de Barcelona, Servei de Publicacions and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article describes the entire process of validating the data collection instrument of the CAPPLE project. The validation of the instrument (an online survey) aims to ensure the reliability, validity, relevance and functionality of the collection process. Hence, a validation method based on three complementary procedures has been chosen: expert judgement by eight experts in three consecutive rounds; a round of cognitive interviews with 24 subjects on 10 critical items, and a pilot study with 400 invited subjects, of which 224 are considered the final sample. Following the completion of the three methods described, we get an instrument that meets the validation criteria, configured by four basic dimensions (self-perception, information management, management of the learning process and communication) and that could be considered as a very useful tool in the study of Personal Learning Environments of university students. [ABSTRACT FROM AUTHOR]

Nowadays, there are experiences with ICT in the hospital schools. Nevertheless, there have been few studies about how technology can improve educational processes and the premises to consider. From this starting point, we present in this paper, a proposal for curriculum integration of ICT for hospital teachers. It is the main contribution of this paper along with the exhaustive analysis of previous studies. This evaluation research has tried to contribute useful knowledge to meet the needs of a real educational context. [ABSTRACT FROM AUTHOR]

This article presents the results of research focused on designing and validating an evaluation instrument to certify university professors' competency in Information and Communications Technologies (ICT). Based on a discussion group and a pilot test, we designed an instrument that was validated by experts. The methodology for its elaboration revolved around a continuous cycle of design, validation, analysis, and redesign. In the end, the instrument was structured in three blocks that can certify the ICT competency of university professors at three levels of mastery: bases of knowledge that support action with ICT; the design, implementation, and evaluation of action with ICT; and individual and/or collective critical reflection on action with ICT. [ABSTRACT FROM AUTHOR]