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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]