COVID-19 has impacted the teaching and learning processes, underlying academic and emotional difficulties. The objective of the study is to analyze whether during emergency remote teaching and learning there have been significant changes in the mood and the digital competence of 89 teachers and 488 students of the Degrees of Early Childhood and Primary Education, and the Master's Degree in teacher training at Rey Juan Carlos University (Madrid), analyzed from their self-perception. Using a quantitative methodology and an ad hoc questionnaire, its internal and content validity has been measured by experts, analyzing aspects such as mood and stress before and during confinement, registering a significant increase in the average values. In both profiles, the sources of stress, anxiety, and workload have increased significantly, at the same time that some cognitive abilities have diminished. The attitude and motivation towards the online moda-lity have decreased in both cases, especially in students, although the digital competence of both has increased. The study's main conclusion is the importance of knowing the impact of academic and non-academic factors in the online teaching and learning process. Therefore, the study can be valuable to face the possible changes towards online modality in these times of uncertainty, considering the factors analyzed. In addition, it is necessary to offer the educational community pedagogical-digital training together with training in emotion management and positive coping strategies for responding to these changes.

Teaching programming is a topic that has generated a high level of interest among researchers in recent decades. In particular, multiple approaches to teaching visual programming have been explored, from the use of tools such as Scratch, robots, unplugged programming or activities for the development of computational thinking. Despite the wide range of resources used, students generally tend to perform poorly academically and perceive learning visual programming as a complex and demotivating task. In this article, the TutoApp system is proposed together with a new methodology based on “Learning by Teaching”, where students create tutorials in their mobile devices to explain programming concepts to their peers. The hypothesis of this paper is that the use of this tool improves learning outcomes and the level of student satisfaction. An experiment with a pre-post-test design has been carried out with 57 university students in an introductory programming course, 30 belonging to a control group (did not use TutoApp) and 27 belonging to the experimental group (used TutoApp). The findings indicate that the creation of tutorials with TutoApp significantly improved students' academic performance over those who did not use it, specifically in learning the loops and conditional control structures. However, it was observed that anxiety increased in all students while learning visual programming. The results of this study open the door to the validation of the use of systems and methodologies for creating tutorials for teaching visual programming to university students.

La Realidad Aumentada (en adelante RA), se puede considerar como un proceso constructivista, en el cual los estudiantes asumen el control de su propio aprendizaje a través de la interacción con los mundos real y virtual. De esta manera, el aprendizaje tiene lugar cuando el estudiante es capaz de construir modelos conceptuales que sean consistentes con lo que él ya sabe y con el nuevo contenido a aprender. Hoy en día, existen numerosas aplicaciones educativas basadas en la RA a través de las cuales los niños pueden aprender conceptos de una forma más interactiva. El principal objetivo del trabajo es el desarrollo de una aplicación para educación primaria y el posterior estudio de caso, para comprobar el efecto en el aprendizaje de los alumnos con el uso de la RA. En este artículo se describe EnseñApp, una aplicación para dispositivos móviles, basada en el uso de la RA consistente en un sencillo juego educativo de preguntas y respuestas, para niños de entre 6 y 9 años. Las respuestas a las preguntas son los marcadores que hacen fluir la RA, mostrando en su conjunto, personajes en 3D, imágenes, audios y, en definitiva, haciendo el aprendizaje fácil y divertido. Además, se presentan los resultados del estudio de caso llevado a cabo para evaluar el uso de dicha aplicación por un grupo de alumnos de primer ciclo de Educación Primaria. Se estudian por tanto las siguientes competencias establecidas en el Decreto 89 del BOE [1]. 1. Comunicación lingüística. 2. Competencia matemática y competencias básicas en ciencia y tecnología. 3. Competencia digital. 4. Aprender a aprender.

Until relatively recently, technology has been used as a passive tool that makes the learner a user of various applications. However, this has been changing thanks to the widespread idea that all children should have the opportunity to learn a little computer skills from an early age, since they will live in a world where computing is everywhere. Aware that the teaching of programming is not the future but the present, countries such as the United States, Singapore, Estonia and even Spain, face this strategic challenge, which not only prepares students for an increasingly technological labour market, it encourages the development of useful skills for any student regardless of their future professional activity. With this idea in mind, this article describes the case study carried out in a classroom of Early Childhood Education, with students of 5 years of age, with which basic programming concepts have been worked out. The results obtained indicate that they have been able to master the new vocabulary, assimilate the concepts and work for themselves with the chosen tool to carry out the intervention.

Desde la COVID-19, la integración de herramientas y competencias digitales en la enseñanza superior ya es una realidad en todos los países. El objetivo de este estudio es analizar la percepción del profesorado (n = 88) y del alumnado (n = 487) de los Grados en Educación Infantil y Primaria y Máster de formación del profesorado de una universidad pública de Madrid acerca de la evolución de su competencia digital, en general, y de las diferentes áreas competenciales, tanto antes como durante la enseñanza remota de emergencia. Para ello, nos apoyamos en el conocido Marco Común de Competencia Digital Docente del Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF). Desde una metodología cuantitativa y un cuestionario ad hoc validado por expertos se ha realizado un análisis descriptivo, correlacional e inferencial de las variables. Los resultados evidencian en los dos perfiles la disposición de recursos digitales suficientes para enfrentarse a esta modalidad, un aumento significativo de la autopercepción de esta competencia, destacando mayor desarrollo en las áreas: Comunicación y Colaboración, Creación de contenidos digitales y Seguridad. También muestran descontento hacia la modalidad virtual por la excesiva carga de trabajo y la formación continua requerida. El estudio ayuda a replantear los planes de estudio del futuro docente y los planes de formación del profesorado universitario sobre la necesaria competencia digital en la actualidad.