Digital teaching competence is directly related to the knowledge, use of Information and Communication Technologies (ICTs). Its use in educational contexts and processes seeks to integrate technology and pedagogy. The objectives of this study are to evaluate the level of Digital Teaching Competencies (DTCs) possessed by basic education (BE) teachers in different Peruvian schools and their comparison by competency area, considering sociodemographic factors. The research responds to a quantitative methodological approach. A non-experimental design of a comparative descriptive type was used, and a non-probabilistic purposeful sampling was applied. A total of 3,142 BE teachers participated in the study, including the educational levels of preschool (0–5 years), primary school (6–11 years), and Secondary school (12–16 years), belonging to public institutions located in rural and urban areas of the province of Arequipa (Peru). The instrument developed in the European Framework of Digital Competence, DigCompEdu Check-In, was applied. This instrument aimed to measure teachers’ level of competence in the digital domain. The main results show that a more significant number of teachers present an Integrator competence level (B1), followed by the Expert level (B2), and the Explorer level (A2). Furthermore, low percentages are observed in the most advanced leadership levels, Leader (C1) and Pioneer (C2), in the use of ICTs. The results obtained suggest implementing new strategies to improve DTCs. Based on critical conceptions, technology constitutes an essential tool for education in the twenty first century.

The pedagogical use of AR for language learning in early childhood education is focusing attention on the didactic potential that these resources present at such early ages. The aim of this study was to develop and assess the “Wordtastic Kids” Application (APP) in order to: (a) design, produce, and evaluate a new contextualized AR application for learning English in early childhood education; and (b) know the academic performance of early childhood education students towards learning English using an AR application. The methodology was based on the design of materials and the subsequent realization of the pre-test/post-test evaluation to determine the academic performance of the students. The results show a general increase in the scores obtained in all the pre-test and post-test categories that were addressed using the Wordtastic Kids Application, which proves to be a tool that improves the learning of English vocabulary in pre-school children. Therefore, it can be concluded that AR can be useful for complementing traditional vocabulary learning in children. However, it is important to note that the successful implementation of AR will depend on several factors, such as adequate teacher preparation, the quality of AR content, and the ability of children to interact with technology effectively.

The use of Digital Storytelling in education presents great benefits given its multiformat nature and the motivation it awakens in students, especially at the early childhood level. The purpose of this research is to analyze the use of Digital Storytelling (DST) in its 2D and Augmented Reality versions and to establish comparisons between both possibilities for the development of creativity at the preschool level. The type of design of this research was "pre-experimental" pretest-posttest type. The participants were 70 children from the Peruvian "casa cuna", whose ages corresponded to 5 and 6 years old. The 44.3% were girls and 55.7% were boys. A test of children's creativity was applied. The main result obtained was the increase in the scores achieved in the post-test in the 2D and 3D modalities, with more significant differences in the DST experience with augmented reality. El uso del Digital Storytelling en la educación presenta grandes beneficios dado el carácter multiformato que posee y la motivación que despierta en los estudiantes, especialmente del nivel infantil. El propósito de esta investigación consiste en analizar el uso del Digital Storytelling (DST) en sus versiones 2D y con Realidad Aumentada y establecer comparaciones entre ambas posibilidades para el desarrollo de la creatividad en el nivel preescolar. El tipo de diseño de esta investigación fue “preexperimental” del tipo pretest-postest. Los participantes fueron 70 niños de la “casa cuna” peruana, cuyas edades correspondían a los 5 y 6 años. El 44,3% eran niñas y el 55,7%, niños. Se aplicó un test de creatividad infantil. El principal resultado que se obtuvo fue el incremento en las puntuaciones alcanzadas en el postest en la modalidad 2D como 3D, se presentan diferencias más significativas en la experiencia de DST con realidad aumentada.

En los escenarios formativos, la usabilidad resulta fundamental para avanzar con mayor seguridad en la aprehensión de los contenidos formativos. La usabilidad pedagógica indica la satisfacción con la formación recibida, a partir de la valoración del diseño, la navegabilidad y los contenidos brindados por la plataforma virtual. Este estu-dio presenta una experiencia formativa evaluada por 152 docentes de educación superior participes de un curso ofertado por una universidad peruana. Se sigue un diseño metodológico combinado, de encuesta y entrevista. Los resultados obtenidos avalan el alto novel de satisfacción de los docentes respecto a la usabilidad de los recursos online. Este aspecto evidencia la importancia de considerar las características y motivaciones de los participantes en la planificación formativa a fin de contribuir a las re-flexiones que posibilitan la continuidad formativa en dichos entornos. De la misma forma, la valoración satis-factoria con la formación recibida en línea indica no solo una adaptación pertinente de los recursos a sus necesidades, sino también la adquisición de mayores niveles de madurez en el dominio de competencias digitales. Por este motivo, se reclama la interacción constructiva de la práctica pedagógica, así como la transferencia de la propuesta a otros contextos similares.

Maternal sensitivity and opportunities for play and exploration are key elements of early childhood development. There is limited evidence of its association with skills development during late childhood and adolescence in developing countries. This study uses longitudinal data from the Young Lives study, which has tracked the livelihoods of approximately 2000 Peruvian children since 2002. We used a multivariate linear regression strategy to generate evidence of the role of early maternal sensitivity and play in skills development. We found that both are positively related to cognitive skills and socio‐emotional competencies at age 8, with persistency up to age 15.