Proyecto ha sido la creación colaborativa de una radio educativa a través de podcast. La experiencia se ha llevado a cabo con 52 estudiantes del Grado en Pedagogía de la Universidad de Burgos en España. Se realizó una entrevista a un experto en torno al tema TIC y Educación por parte de distintos grupos de los 52 estudiantes. Al finalizar el proyecto el alumnado respondió a un cuestionario elaborado ad hoc para conocer la valoración, utilidad y satisfacción sobre el mismo. Los resultados muestran un alto grado de satisfacción con la creación de una radio educativa y con la utilidad educativa del proyecto. La valoración más positiva está relacionada con el aprendizaje colaborativo y el trabajo en grupo.

Generative AI refers specifically to a class of Artificial Intelligence models that use existing data to create new content that reflects the underlying patterns of real-world data. This contribution presents a study that aims to show what the current perception of arts educators and students of arts education is with regard to generative Artificial Intelligence. It is a qualitative research study using focus groups as a data collection technique in order to obtain an overview of the participating subjects. The research design consists of two phases: (1) generation of illustrations from prompts by students, professionals and a generative AI tool; and (2) focus groups with students (N = 5) and educators (N = 5) of artistic education. In general, the perception of educators and students coincides in the usefulness of generative AI as a tool to support the generation of illustrations. However, they agree that the human factor cannot be replaced by generative AI. The results obtained allow us to conclude that generative AI can be used as a motivating educational strategy for arts education.

The research conducted is part of the European project Erasmus+ FORDYSVAR, whose main objective is to contribute to the educational inclusion of students with dyslexia, aged between 10 and 16 years old, through the use of technology, specifically virtual reality (VR), to improve the access, participation, and educational achievement of students with this learning difficulty. This is a qualitative and interpretative study with a descriptive character. The objective of this work is to design a VR application that contributes to the learning of students with dyslexia based on user-centered design as a methodology. The developmental lines to be addressed in the application have been defined, the features to be included have been determined, and the activities that make up the software have been designed. All this is based on the analysis of the needs and interests of the end users (students with dyslexia) as well as the vision of professionals (teachers and dyslexia intervention specialists). The results obtained allow us to conclude that VR technology is an interesting avenue of treatment, as it offers a ludic, safe, controlled, and motivating environment for students with dyslexia.

In the European Higher Education Area there are changes in the teaching and learning methodologies. These changes are affecting the didactic strategies, which are changing towards more active methodologies. But they also affect assessment strategies, increasingly seeking student involvement because it has been shown as a key element to improve learning. This paper shows the results of a didactic experience that combined Project Based Learning (PBL) with formative assessment strategies. Once the project was completed, a descriptive study was carried out through the application of a questionnaire to analyze the students' perception of the formative strategies of self-evaluation and peer-asessment applied during the development of the project. The experience involved 120 university students during two academic courses. The results have shown that there are certain barriers that students perceive when they are involved in formative and shared evaluation strategies. They indicated that they feel uncomfortable when they evaluate their classmates and they did not perceive the experience as motivating. However, the formative and shared evaluation has seemed to them a fairer system than only the teacher assesses their assignments. The results have also shown the importance of knowing from the beginning the criteria that will guide the evaluation, criteria that should be clear and understandable. It is important to continue with the implementation and research on formative and shared evaluation strategies that make the student aware of both their way of learning and the need to reflect on their work from a critical perspective.

The new educational reality requires teachers to have skills and competencies to improve the teaching-learning process and, therefore, the quality of teaching, integrating new technologies. To assess the competence level of teachers, a descriptive study was designed, in which 150 teachers from different stages in Spain took part and were administered the DigCompEdu Check-in questionnaire. Non-probabilistic (purposive) sampling was used. The results show an intermediate level of competence among teachers at all the educational stages surveyed. However, this level varies according to the stage at which they work, with secondary education, vocational training, GCE and university teachers standing out the most in the fields of competence analysed using the questionnaire. Different proposals for improvement are proposed too, as well as the existing coincidences with previous studies; furthermore, the need for training from the beginning of teacher preparation is highlighted, as well as the need for continuous training for active teachers to optimise the potential offered by the new technologies, also is very important that taking on challenges such as the correct communication trough technologies, the use and creation of digital content or the protection and security of online data, among others.