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Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia 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 Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones 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.)

Recent research and innovations involving schools' spaces for learning show the need to link three dimensions (pedagogical, environmental, and digital) when analyzing and designing educational spaces. This article presents the design and validation of an instrument for collecting information that permits measuring the three dimensions: classroom space, pedagogical aspects, and technological elements, from the perception of teachers. The questionnaire created for the study can be transferred to other research having the same focus and may be useful for teachers wishing to design and plan spaces for learning. [ABSTRACT FROM AUTHOR]

The academic organization of university degrees, in the frame of the European Higher Education Area, has facilitated the constitution of teachers' teams (Zabalza, 2009; Lopez, 2007). This is one of the key points in the processes of organization and improvement (Lester and Evans, 2009; Bacharach, Washut and Dahlberg, 2008) of higher education, but simultaneously, a hanging topic for the difficulty in obtaining a culture's change of university teachers, also demarcated in slightly agile and flexible structures. The paper is focused in a research caught out a group of university teachers, with the aim to realize a diagnosis of the situation of the teachers' teams between the courses 2009-2010 to 2011-2012. The methodology used was the survey, with questionnaire and focus group. The results show that the organization in teachers teams is a reality perceived positively by teachers, but with problems and challenges that we have still further to go. [ABSTRACT FROM AUTHOR]

Nowadays, the majority of college students are part of the Net Generation. Internet, computers, mobile phones, and many other tools, have always been in their life, and today these technologies have come to the universities. Does this mean that there is homogeneity regarding digital native use of ICT? This article attempts to identify the uses of ICT by university students in the formal learning processes. We describe the digital natives and their reviews, and then the features of the empirical research and its results. Finally, we analyze the results using the concepts as academic literacy and digital natives to extrapolate the results obtained. [ABSTRACT FROM AUTHOR]

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group 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 main goal of this paper is to analyse gender differences in the use of ICT among university students. We present the results of a study about the uses and the perception in relation to ICT in everyday life and in academia. The study is based on a statistical simple of 1042 students from 5 different universities. The results show gender differences, both with respect to use as their perception of technology. [ABSTRACT FROM AUTHOR]