The aim of this study is to determine the factors that significantly influence the acceptance and intent to use smartphones and tables as resources for learning in university contexts, as well as the relationships established between them. For their analysis, we followed a contextualized model of evaluation starting with the methodological framework of the Unified Theory of Acceptance and Use of Technology (UTAUT), proposed by Venkatesh and collaborators (2003). For this, a data collection instrument was designed, validated to our context and optimized for mobile learning and the education community. A total of 370 university students participated in the study. From the statistical analysis conducted, it was shown that the instrument constructed had a notable internal consistency, showing a high validity for collecting information in relation to five of the eight factors of which it was composed, although it should be revised in relation to the other three. Also, through the data collected, a high pre-disposition was observed for the use of mobile devices for learning, with a direct effect on the constructs validated, as well as the socio-demographic variables (age, gender, degree year and field of knowledge) that could be considered moderating variables of this pre-disposition. Although these results could be put into context in future studies, it can be concluded that the instrument design can be a good indicator of the pre-disposition towards the use of mobile learning strategies.

The digital era has perpetuated new pedagogies of collective participation in networks that requires reflection in the conventional education area, because of YouTube, as audiovisual platform of outstanding international recognition, concentrates an extensive repertoire of informal learning practices among young people. In this case, the research focuses on a form of literary expression driven by the new Booktube community, which is dedicated to the recommendation of books and the promotion of reading by focusing their messages through the videoblog format. This aspect, closely popularized in the platform, allow us to deepen new youth practices outside classroom that refer to the promotion of books and critical and judicious expression on aspects related to content, formats, genres and authors in a context supported by the media ecology. In order to deepen the reasons why youth reads currently, we developed a literature review starting with the transmedia literacy concept evaluating narrative and aesthetic competences and applying a content analysis and a case study that collects channels of two Spanish booktubers with high impact and community: Javier Ruescas and Fly like a Butterfly. Results discern an affinity space linked to the opinion of peers that promotes reading and writing, and the ability to interpret, describe, compare and reflect about the literary context.La era digital ha perpetuado nuevas pedagogías de participación colectiva en red que requieren una reflexión en el área educativa, en tanto que YouTube, como plataforma audiovisual de sobresaliente reconocimiento, concentra un extenso repertorio de prácticas de aprendizaje informal y juvenil. En este caso, la investigación se centra en una forma de expresión literaria impulsada por la comunidad Booktube, que se dedica a la recomendación de libros y al fomento de la lectura focalizando sus mensajes a través del formato videoblog. Dicha vertiente, estrechamente popularizada en la plataforma, nos permite profundizar en nuevas prácticas juveniles fuera del aula que remiten a la promoción de libros y a la expresión crítica y juiciosa sobre aspectos relacionados con el contenido, los formatos, los géneros y los autores en un contexto auspiciado por la ecología mediática. Con el objetivo de profundizar en los motivos por los que la juventud lee actualmente, desarrollamos una revisión bibliográfica a partir del alfabetismo transmedia evaluando las competencias narrativas y estéticas, y aplicamos un análisis de contenidos mediante un estudio de caso que recoge los canales de dos booktubers españoles con amplia repercusión y comunidad: Javier Ruescas y Fly like a Butterfly. Los resultados atisban un espacio de afinidad ligado a la opinión entre pares que promueve la lectura y escritura, y a la capacidad para interpretar, describir, comparar y reflexionar sobre el contexto literario.

This study reviews published scientific literature on the use of tangible technologies in childhood education, in order to (a) identify the what tangible technologies have been used, (b) recognize the educational purposes and uses these technologies of, and (c) present a synthesis of the available empirical evidence on its educational effectiveness. After systematically searching in WoS, 288 relevant articles were located and analyzed using the Science Mapping Analysis Software Tool from 1968 to 2018. Then, 29 relevant papers of the last five years were included in the review study. For each article, we analyze the purpose of the study, the type of tangible technology used, the research method applied, the sample characteristics and the main results observed. The articles reviewed suggest that the main tangible technology used in childhood education is the tablet and literacy (basic and emergent) is the area most studied with promising results.

Computational thinking and coding are key competencies in the 21st century. People with Down syndrome need to be part of this new literacy. For this reason, in this work, we present an exploratory study carried out with students with Down syndrome with cognitive ages of 3–6 years old using a tangible robot We applied the observational method during the sessions to analyze the participants’ emotional states, engagement, and comprehension of the programming sequences. Results show that people with cognitive disabilities can acquire basic programming and computational skills using tangible robots such as KIBO.

Los derechos fundamentales de los menores hospitalizados incluyen la necesidad de ofrecer la atención educativa comprendiendo los aspectos emocionales durante la situación de enfermedad y convalecencia. La garantía de estos derechos, desde una mirada en pedagogía hospitalaria, acompañado de profesionales formados, facilita las buenas prácticas. Actualmente la enseñanza del pensamiento computacional y la programación constituyen una nueva alfabetización que debe ser llevada a todas las aulas, incluidas las aulas hospitalarias. Alfabetización que debería contener el aprendizaje de la regulación emocional. En este trabajo se presenta un estudio de caso sobre una intervención educativa inclusiva y adaptable a las características de las aulas hospitalarias para la enseñanza del pensamiento computacional de forma transversal y la programación sin pantallas y con robots, teniendo como uno de los elementos importante de desarrollo de la competencia emocional. Los resultados indican que la intervención mejora el estado emocional de los menores, así como sus conocimientos respecto al pensamiento computacional.

This paper analyzes the perceptions of teachers in training regarding cyberbullying in schools. The objectives of the study were: to ascertain their perceptions regarding their concern and their commitment to cyberbullying, their agreement with the measures to address it in educational contexts, as well as the assessment of their capabilities to act and the training they have received and they would like to receive; to determine if the perceptions differ according to gender, age and degree pursued and if there are relationships between the perceptions; and, to define pre-service teachers’ profiles based on perceptions. With a survey research design, 408 students from different undergraduate and graduate education-related degree programs at Spanish public universities participated. Findings highlight the coexistence of three different teacher in training profiles. All profiles exhibit a high level of concern and recognize cyberbullying as a problem. They strongly agree with all the proposed prevention and management measures. Two of the three profiles perceive themselves as highly confident and willing to respond. On the contrary, participants in the third profile do not feel confident enough to act and consider their training insufficient, coinciding with the second profile. The need to approach this issue in the initial training of future education professionals is a main conclusion.