Se realiza un estudio para conocer el tiempo que dedican los universitarios a las nuevas tecnologías diaria y semanalmente e identificar si su uso se convierte en un problema. La muestra se diferencia entre alumnos universitarios de primer y cuarto curso de la Facultad de Educación de Albacete, en España. Para realizar este estudio descriptivo se ha utilizado el Cuestionario sobre Uso Problemático de Nuevas Tecnologías (UPNT). Los resultados indican que los estudiantes dedican un tiempo elevado al uso del teléfono móvil y de internet y que un alto porcentaje de ellos tienen problemas por este motivo. Los estudiantes más jóvenes presentaron un uso mayor de internet frente a los estudiantes de curso más avanzado. En el uso del teléfono móvil no se aprecia estas diferencias. Como conclusión, se debe indicar que más de la mitad de la muestra dedica más de cinco horas al día al teléfono móvil y que el 79,6% de la misma manifiesta haber tenido problemas secundarios de comportamiento por su uso excesivo.

This study aims to explore the reliability, construct validity, and content validity of the Child Learning and Developmental Playful Assessment Battery (Batería de Evaluación Lúdica del Aprendizaje y Desarrollo Infantil; BELADI), a quantitative instrument based on the authentic assessment and playful learning principles, the purpose of which is to assess infant learning and development through motor and competitive games as well as storytelling. The sample was composed of 113 children from Albacete (Spain) between 58 and 72 months of chronological age (M = 64.72; SD = 3.671). To explore the content validity, an expert judgement was carried out and the Content Validity Coefficient (CVC) was calculated. The reliability was analysed using the Cronbach’s alpha and McDonald’s Ω, and an exploratory factor analysis (EFA) was conducted. The results revealed high reliability indexes in each of the developmental domains, and the EFA included 11 items distributed in two factors for the psychomotor domain, 27 items grouped in three factors for the cognitive domain, and 20 items divided into four factors for the socioemotional domain. In conclusion, the study verifies the validity and reliability of the BELADI for the assessment of the infant learning and development through play, which may be used in research, education, and psychopedagogy.

This study emerges from the development of higher-order thinking skills recognised as influential attributes to be considered for quality of learning in preservice teachers; hence, this quantitative research is a systematic attempt to obtain metric-quality pieces of evidence for identifying university students’ perspectives on reflective learning standards throughout their initial training period utilising an adapted cultural-forces scale. The earlier mentioned tool is an adaptation of Ritchhart’s scale (2015) for the assessment of cultural forces from the model of the Culture of Thinking. The selected sample of preservice teachers encompasses 700 university students of education from 7 faculties of education in Spain. Research results reveal that the use of the scale displayed high reliability and suitability. Similarly, significant statistical differences were observed in the eight scales of cultural forces assessment, where the prime-valued by the students were interactions, expectations, environment, language and time. Apropos of statistics, research results manifest as relevant. Such significance reveals how classroom culture and practical strategies acquire meaning and show connections with learning purposes—likewise with the developmental encouragement of cognitive skills and dispositions towards reflective learning.

Though concept maps and graphic organisers are useful tools for bilinguals to organise the information being managed and learned, its systematic use is not widened and decisive in CLIL domains. Apart from helping students to acquire meaningful learning, concept mapping might promote in them word-recognition skills for the identification and management of relevant information within foreign language (L2) texts. Hence, this article inquires into the influence of concept maps and graphic organisers as tools for noun category identification from L2 texts. Research sample comprises sixty Spanish primary education students from a bilingual school. Design is quasi-experimental, and the training programme lasted three weeks. Materials used during the training period are not exceptional, but the ordinarily found in regular classrooms. Data gathering procedure consists of the identification and circling of nouns by sample participants. As a starting point, secondary data as the intelligent quotient, learning style, and English level is collected via standardised tests. The analysis of the variance showed a highly significant interaction between the groups and the implemented texts both for noun identification (F _3.171= 12.124, p < 0.000, η ²= 0.175), and the grammatical categories mistakenly identified as nouns (F _3.171= 3.840, p < 0.016, η ²= 0.063).

Se pretende conocer las creencias de los estudiantes de maestro de educación infantil acerca de la multiculturalidad, y comprender cómo se desarrolla la competencia intercultural en el proceso de formación inicial en la Facultad de Educación de Albacete de la Universidad de Castilla-La Mancha (UCLM, España). Los participantes fueron 172 estudiantes. El diseño se enmarca en el paradigma de Mixed Methods, definido como la integración sistemática de métodos de investigación cualitativos y cuantitativos en un estudio. A tal efecto, para realizar la investigación se elaboró un cuestionario de 25 preguntas, cuyos resultados se analizaron con el SPSS 20.0. Paralelamente, se construyeron los guiones de las entrevistas individuales y de los grupos de discusión, cuyo análisis fue efectuado con el Atlas.ti 6. La validez y fiabilidad quedaron garantizadas con técnicas como la revisión teórica, la aplicación piloto, el juicio de expertos y la aplicación del Alfa de Cronbach (0,861). Los resultados mostraron que la formación de la competencia intercultural de los futuros maestros de educación infantil fue deficiente. Según los estudiantes, el plan de estudios no mejoró la competencia intercultural cognitiva, pedagógica y emotiva, pues al final de los estudios tenían prejuicios y estereotipos culturales negativos hacia las personas extranjeras, que durante el plan de estudios solo consiguieron suavizarlos, pero no eliminarlos.