En el presente artículo nos preguntamos cuál es el papel de las nuevas tecnologías en las aulas y, más en concreto, en el proceso de enseñanza-aprendizaje de los futuros profesores. Además, nos planteamos si la enseñanza a distancia es adecuada para el buen desarrollo de dicho proceso, así como si para el desarrollo del conocimiento del estudiante y las nuevas tecnologías como herramienta docente son adecuadas al paradigma educativo actual, como estrategia de innovación educativa. Para ello se ha llevado a cabo un estudio de carácter cuantitativo, aplicando a los participantes, profesores de la Facultad de Educación de la Universidad Autonóma de Madrid que imparten su docencia en el Máster de Formación de Profesorado durante el curso 2018. Se trata de un cuestionario estructurado creado ad hoc. Las respuestas al cuestionario nos ha aportado datos sobre las necesidades e inquetudes que tiene el profesorado que forma a futuros profesorado de Educación Secundaria, respecto al uso de herramientas tecnológicas en el aula y su implicación como estrategia innovadora en el proceso de enseñanza-aprendizaje. El análisis de los resultados ha permitido comprobar que las las nuevas tecnologías constituyen un gran reto en las aulas en nuestros días, introduciendo nuevas metodologías de enseñanza que se pueden compaginar con la enseñanza tradicional. New technologies are present in our daily lives and education is not exempt from them. In this article we ask ourselves what their role is in the classrooms and, more specifically, in the teaching-learning process. In addition, we ask whether distance education is adequate for the proper development of said process and for the development of student knowledge; as well as if new technologies as a teaching tool are appropriate to the educational paradigm. The global teaching-learning process is limited to the precise moment in which there is an effective transmission of information that originates from a sender (teachers) and reaches a receiver (students). The characteristic communicative act of the teaching-learning pedagogical process allows us to question ourselves about the suitability, the didactic adequacy and the impact of the use of new communication and information technologies in the classroom at the individual and social level. Besides, the strengths and weaknesses of learning about the use of new technologies in the classroom are analyzed.

In the article we present a study in which it is intended to verify the importance and adequacy of the use of information and communication technologies (ICT) in the school environment for its greater adaptation to reality. This question is reflected in the general objective of the same, which focused on determining the use that teachers make of new technologies in the classroom and their impact on the teaching-learning process of their students, taking into account the current weaknesses. on the pedagogical bases used by some of the most recent studies on the use and optimization of digital ICT in the classroom. The study is framed in a quantitative, non-experimental, descriptive and correlational design. 100 teachers of Compulsory Secondary Education (ESO) from institutes of Coimbra (Portugal) participated in the study. An ad hoc questionnaire was developed to discover the use and frequency of new technologies in the classroom by teachers. The data collected in the questionnaires were analyzed using the statistical package Statistical Package for the Social Sciences. The main conclusions confirm that there is still a need for an in-depth debate on the epistemological foundations implicit in the use of new digital tools on whether ICT, as an appropriate teaching tool, according to current educational models, in terms of time-cost for better student performance and academic success. In fact, the debate is more than ever alive, new technologies were increasingly inserted in the educational field, during COVID-19, which also implied the suspension of classroom teaching activities that led to the use of new technologies in the classroom. class immediately.

Humans are infected by Toxoplasma gondii worldwide and its consequences may seriously affect an immune deprived population such as HIV and transplanted patients or pregnant women and foetuses. A deep knowledge of toxoplasmosis seroprevalence in Spain is needed in order to better shape health policies and educational programs. We present the results of the first systematic review and meta-analysis on the human prevalence for this disease in Spain. Databases (PubMed, Web of Science, SCOPUS and Teseo) were searched for relevant studies that were published between January 1993 and December 2023 and all population-based cross-sectional and longitudinal studies reporting the human seroprevalence in Spain were revised. Within the population analysed, our targeted groups were immunocompetent population, pregnant women and immunocompromised patients. Among 572 studies and 35 doctoral theses retrieved, 15 studies and three doctoral theses were included in the meta-analysis. A random effects model was used for the meta-analyses due to the high heterogeneity found between studies (I²: 99.97), since it is a statistically conservative model, in addition to allowing better external validity. The global pooled seroprevalence was 32.3% (95% CI 28.7–36.2%). Most of the studies carried out were in pregnant women and the meta-analysis reported that the pooled seroprevalence of toxoplasmosis in pregnant women in Spain was 24.4% (24,737/85,703, 95% CI 21.2–28.0%), based on the random effects model. It is recommended to continue monitoring the seroprevalence status of T. gondii in order to obtain essential guidelines for the prevention and control of the infection in the population.

La educación emocional y sus implicaciones en la salud = Emocional education and its im­plications for health