Virtual Communities of Practice (VCOP) are environments widely recognized as knowledge management instruments, and their sociocultural contributions are being incipiently valued. However, VCOPs are complex participation contexts due to their sociotechnical and sociocultural nature. Participation mechanisms, particularly Knowledge Sharing Behavior (KSB), have been studied from heterogeneous theoretical foundations and practical research methods. Therefore, a wide dispersion of factors and dimensions has been identified. This paper aims to present an overview that summarizes and systematizes the key drivers of KSB in VCOPs. This paper presents a systematic review of KSB in VCOPs, based on 42 studies retrieved from WOS, SCOPUS and Science Direct. The review was conducted using the PRISMA model. The selection and qualitative synthesis of articles was enriched using Nvivo for coding and analysis of the full text documents. The results suggest that KSB in VCOPs have a multidimensional and multifactorial character that includes personal, interpersonal, contextual, and technological factors. The typology of factors presented could serve in academic settings to conduct new theoretical or empirical research, or in practitioner settings to implement VCOPs in institutions across diverse sectors. New assessment instruments of KSB in VCOPs could be based on this typology.

Innovation processes in the Spanish and international educational models have evolved, especially over the last 40 years. Technological expansion and development have been integrated, albeit belatedly, into the field of education. There have been changes to the educational model: school practices have been modified so that, while not entailing a completely generalized impact, significant advances have been introduced. This has led to a change in the spaces, times and ways in which these practices are implemented, thus paving the way for a complete shift in the model. Yet this has not led to a systematic and organised reflection on the processes of change, nor on how to approach evaluation and research in education. This paper aims to provide some ideas about the correct targets of these transformations, and it does so by presenting several examples.

Novos estudos surgem na área de Educação Física evidenciando que a tecnologia pode melhorar o processo educativo. Este artigo mostra um processo dos conteúdos de orientação como atividade física no ambiente natural com apoio tecnológico. A pesquisa permitiu analisar, seguindo uma metodologia de estudo de caso com 65 estudantes universitários e um docente, como a aprendizagem ubíqua através do uso de ferramentas tecnológicas (realidade aumentada, geolocalização, etc.) ajudou a aprendizagem no ambiente natural. Entre outros resultados, a aprendizagem ubíqua estimulou o processo de aprendizagem em diferentes espaços físicos e virtuais, melhorou a aquisição de conteúdos de orientação, a competência digital, a aprendizagem em diferentes momentos, etc. Para além dessas potencialidades, também identificaram-se problemáticas durante o processo, tais como: a tensão de que a tecnologia não fosse contra o contato com o meio ambiente natural, a ausência de rede e outras.

Nowadays, technologies play a key role in educational research processes, especially in the context of complex designs or integrative perspectives (qualitative and quantitative). Affordances provided by new tools and technological devices are constantly impacting the way educational research is carried out, Consequently, this growing importance (and dependence on) technology for educational research calls for a deeper reflection, not only about its clear benefits, but also about its potential drawbacks and limitations. This paper explores this tension in a specific mixed-methods research design aimed at understanding the barriers preventing the adoption of Learning Design (LD) tools/methods, a significant problem in the research field of Technology Enhanced Learning (TEL). Different actors (teachers and researchers) were involved in the research design, which included a systematic literature review, a Delphi study and a case study. Such an articulated design required the adoption of technologies to support the process in all its phases. The paper describes the main methodological implications of the employed technologies in the research, The conclusions of the paper highlight that while technologies definitely support a higher level of complexity and articulation of the research design, they might also lead to superficial or biased results.

This article analyzes the perceptions of teacher educators and student teachers about the development and acquisition of research skills and competences raised in their initial training plans. Based on a case study carried out at the University of Valladolid and under an interpretive approach, the importance of teachers and students to the role of research teachers is also investigated. The results achieved through different techniques show that the informants consider that the training received in research has been largely theoretical with few practical activities. The acquisition of research skills and competencies has not been enough to train future teachers as researchers. The bureaucracy, the lack of time and resources, among other aspects are the main weaknesses perceived by teacher educators and students. In spite of the difficulties encountered they affirm that they would like to carry out research activities in the teaching profession. The results illustrated the need to redirect the curriculum and the model of initial teacher training, link theory and practice, as well as reform education policies in order to promote the profile of a teacher as researcher.

Os professores em formação que frequentam o Practicum vinculam os conhecimentos adquiridos na Universidade para colocá-los em prática nas escolas, sendo este estágio relevante para conhecer a aplicação que eles fazem da competência digital no Practicum realizado na Educação Primária. A pesquisa centrou-se na análise, através de um estudo de caso, de como os estudantes universitários aplicam o treinamento recebido em tecnologias ubíquas na disciplina de Educação Física no Meio Ambiente Natural na escola durante suas práticas. Entre outros resultados, as evidências mostraram aspectos que tornaram a integração tecnológica durante o Practicum diferente entre os alunos (p.ex., o background tecnológico do centro). Ao incluir as TIC, surgiram potencialidades (p.ex., a ubiquidade da aprendizagem) e as dificuldades (p.ex., problemas tecnológicos) que iluminaram os aspectos a serem considerados na aplicabilidade da aprendizagem tecnológica no campo das atividades físicas no ambiente natural.