This article explores teachers’ perceptions of a self-assessment tool designed to guide the integration of mobile devices into teaching and learning processes. Using the Educational Design Research (EDR) methodology with a quantitative analysis approach, the study sampled 228 teachers across 60 educational institutions at varying levels of education. Participants used the self-assessment tool to gauge their own competencies and identify areas for improvement. They then completed the “System Usability Scale” (SUS) questionnaire, a reliable metric with a 0.96 reliability score commonly used for evaluating educational tools. The results indicate moderate to high acceptance of the self-assessment tool, with an average SUS score of 70.65. The study also reports a Net Promoter Score (NPS) of 22.4, with approximately 43% of teachers as promoters of the tool. Interestingly, usability scores displayed variability among teachers in the early stages of primary education (6–8 years), ranging from 47.50 to 77.50. However, scores improved in more advanced stages, showing an increase of over 40%. The findings suggest that the tool is generally effective and useful for teachers, providing valuable insights for its wider application.

El objetivo de este trabajo es analizar las condiciones en que el uso de la tecnología puede apoyar los procesos de enseñanza y aprendizaje para brindar a los docentes acciones específicas a considera. Por lo tanto, nos planteamos dos preguntas de investigación que se responden en este artículo: 1. ¿Cuál es el marco teórico apropiado para las actividades de diseño del aprendizaje móvil?, y 2. ¿Cómo se pueden agrupar los factores cruciales que afectan el aprendizaje móvil en una taxonomía comunitaria? Se recurre a la metodología “Investigación basada en el diseño” (Pool & Laubscher, 2016) que nos ha permitido secuenciar el proceso por fases: este artículo presenta la primera fase del proceso de validación de los elementos didácticos del aprendizaje móvil seleccionados de la revisión de la literatura, revisión sistemática y basada en evaluación de juicio de expertos. Los principales resultados determinaron los elementos pedagógicos que apoyan el proceso de diseño, implementación y evaluación del aprendizaje con dispositivos móviles en educación: 1. El contenido, 2. Las estrategias metodológicas, 3. Las actividades, 4. La evaluación, 5. Los recursos tecnológicos del aprendizaje, 6. Los recursos móviles y 7. El docente.

Mobile devices have the potential to transform education and society. Promoting mobile learning and enhancing teachers’ digital and entrepreneurial skills are essential in achieving this goal. This study analyses the conditions under which the use of mobile technology can support teachers in the design, implementation, and evaluation of teaching and learning processes. Data were collected using a quantitative method based on a self-assessment instrument (Cronbach’s alpha = 1.0046). A total of 327 educators filled out the survey, which included 67 items scored on a Likert scale. The self-assessment tool provided participants with feedback on their mobile device use for educational purposes and suggestions for improvement. The results indicate that the median score of the teachers was 7, which is regarded as satisfactory, with a gender gap of 3.5 points. In addition, three out of seven improvement dimensions were identified: technology learning spaces (54.74%), assessment (57.65%), and design activities (59.26%). In conclusion, the study enabled us to stratify and analyse teachers’ pedagogical perceptions of mobile learning and the significance of inference in certain training areas.

In today’s digital age, the integration of digital technologies into the educational process has become a priority. The objective of this study is to analyze the conditions under which technology can support teachers in the design, implementation, and evaluation of teachinglearning (E/A) processes. This study specifically sought to answer the research question: “Can a self-evaluation tool help teachers’ guide and design mobile learning activities?” by emphasizing the criterion of effectiveness. Through a qualitative analysis within the framework of the educational design research (EDR) methodology, a series of focus groups were carried out and classified by teachers’ levels of experience, from beginners to experts. These groups provided detailed insights on the perception and use of mobile devices in education, specifically on the use of a self-assessment tool that supports teachers in designing activities with mobile devices. The results indicated a generally positive perception of mobile technologies in education, although variations in adoption and perception were observed depending on the teacher’s level of experience. The mobile self-assessment tool was also commended. The findings support literature on mobile learning and teacher support tools, emphasizing the importance of teaching training and the transformative potential of mobile devices in modern pedagogy.

Resum L’anuari 2015 que ens presenta novament la Fundació Jaume Bofill amb el títol de «Reptes de l’educació a Catalunya» dins de la col·lecció «Polítiques» on es publiquen recerques i treballs més rellevants en l’àmbit social i polític, ha estat dirigit i coordinat per Josep M. Vilalta. La publicació ens proposa 12 reptes per transformar el sistema educatiu en una Catalunya de principis de segle XXI. Per tant, l’anuari a partir de l’anàlisi i reflexió per part de 20 experts té com a finalitat influenciar en matèria de política educativa per tal d’aconseguir un sistema de qualitat i amb equitat.