Background: Studies on the potential of smartphone apps for people with autism are currently increasing in number, given the large digital supply available and the benefits they offer. We analyzed the opinion of educators from Florence (Italy) and Granada (Spain) regarding the benefits and applicability of apps, frequency of their use, and the type of apps used for people with autism. Methods: The study involved 1261 professionals, of whom 286 worked with apps, using a non-experimental quantitative design, descriptive and frequency statistics, parametric inferential analyses (Student’s t and one-factor ANOVA), and calculation of the effect size (Cohen’s d and eta squared) and intrafactorial correlations. Results: Statistically significant differences were observed in respect of city, sex, age, years of experience, place of work, and type of teacher. The teachers from Granada found more benefits and applicability in apps, and revealed a slightly higher usage than those from Florence. Conclusions: It is an arduous but worthy task for professionals from schools and associations that work with people with autism to acquire the necessary knowledge to apply methodologies based on information and communication technology (ICT), as this will help achieve the integrated development of people with different capabilities.

Information and communication technology (ICT) is a means of learning for people with functional diversity (FD), in the context of both formal and non-formal education. These digital options favor their inclusion, participation and motivation, so having competent professionals in the field of educational technology is crucial for the full development of this population. Within this framework, the opinion, training and requirements regarding ICT of 809 educators in Florence (Italy) and Granada (Spain) were analyzed, following a quantitative study, with a non-experimental, descriptive, cross-sectional and comparative design. Descriptive statistics (mean, standard deviation and mode) and frequencies were used. After checking the normality of the data (Kolmogórov–Smirnov test), inferential analyses were performed, applying Student's t- test and one-factor ANOVA, calculating the effect size (Cohen’s d and eta squared). Statistically significant differences were found according to city of origin, gender, and years of experience with students with FD. The results point to the need for different educators to have sufficient technological training, as despite being aware of the functionalities of ICT and having a favorable opinion of them, resources and knowledge about their use fall short of what is desirable.

The Emergency Remote Teaching experience during the COVID-19 pandemic resulted in schools reviewing teaching methods and strategies. The Italian Society for Educational Research (SIRD) conducted a survey in which more than 16,000 Italian teachers took part. The aim of this study is to be a first step in analysing the data from the Tuscany and Umbria regions by comparing them with national data in relation to the teaching and assessment methods and strategies used, and with the previous teacher training in distance learning. Secondly, the paper aims to deepen the link between the use of certain teaching and assessment methods, the previous training, and the quality of the distance learning experience perceived by teachers. For this purpose, some items and scales from the questionnaire used in the SIRD survey and some categories from the qualitative analysis of the responses to the open-ended questions were selected. The study, first and foremost, revealed some peculiarities of the two regions, including Tuscany’s lower evaluation of the effectiveness of the experience. On the national level, a positive relationship was found between teachers using interactive teaching strategies and “alternative” assessment activities and the higher perception of both effectiveness for student learning and adequate performance assessment. Finally, the role of previous training is underlined as useful only if it is not generally technology-centred, but rather related to teaching and assessment methods in virtual learning environments.

The aim of this paper is to study literary adaptations of classic works to the graphic novel. In addition, a number of criteria are set to determine the validity and suitability of a specific work as a didactic resource. First, we start from the success of the genre in recent years, both among the general public and in the educational sphere. Second, we offer an overview of the adaptations of classics into graphic novels and their relevance in the classroom. Finally, we present a list of criteria for an objective and exhaustive analysis of each of the works. The purpose is to offer the educational community a practical tool to analyze and qualitatively evaluate a given work before proceeding to carry out a project.

La competencia del profesorado en materia TIC se plantea como una necesidad, ya que las tecnologías están a la orden del día en todos los ámbitos de la sociedad. En este sentido, es esencial que los docentes que trabajan con alumnado diverso y, más concretamente aquel con autismo, conozcan este tipo de herramientas digitales de cara a una mejora educativa y social de sus estudiantes. Se administró un cuestionario ad hoc, previamente validado, a 27 maestras generalistas de Florencia (Italia), con la finalidad de conocer la formación y experiencia que tenían sobre TIC, así como el uso que de ellas hacían en clase y la frecuencia con las que las utilizaban. Se realizaron análisis descriptivos (porcentajes, media, moda y desviación típica), inferenciales no paramétricos (U Mann-Whitney) y se calculó el tamaño del efecto (d de Cohen). Las docentes manifestaron tener una formación y experiencia media-baja en estos recursos, utilizándolos solo “a veces” principalmente para estimular el desarrollo cognitivo, comunicativo y autónomo y, para la realización de tareas relacionadas con la memoria, la organización y la planificación. Se apreciaron diferencias estadísticamente significativas en cuanto a la edad en los ítems vinculados al conocimiento y competencia del docente para utilizar software específico y para localizar materiales específicos en red.

This paper focuses on the development of curriculum design and methodological competences for pre-service and in-service EFL teachers in primary school, considered as essential aspects of the professionalism of teachers. In line with the national and international literature, it addresses some epistemological and methodological aspects of EFL curriculum design with particular reference to how this is dealt with in the Italian school system, even though most of the reflections and methodological proposals that are here presented could be considered useful for any school system. The paper proposes a competence design model, called CUD Mod, based on the “competence unit” framework, experimented in a variety of action-research projects conducted in Tuscan schools at primary and lower secondary level.