Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

The lack of a relationship between the tutor and the course participants makes this type of environment unmotivating for most online training course participants. But every day there is an increasing offer of online courses for teacher training, so the aim of the study is to know the profile of teachers who opt for online training and their opinion about them. Fifty online courses belonging to the educational offer of the Regional Ministry of Education of Madrid have been analysed, obtaining data from the online surveys carried out at the end of each of these courses. It has been found that this online training offer is promoted and channelled mainly from the web and the services of the council itself. What is most valued by the teachers surveyed are the contents and activities, rather than the format of the course or the technologies on which it is based. The courses with pedagogical themes are the ones that are most valued above the technological ones. The conclusions suggest that a boost in the technopedagogical part of the courses developed in online learning environments is needed.

La transformación de espacios educativos constituye, en la actualidad, la seña de identidad de numerosas instituciones educativas. Sin embargo, encontramos escasa investigación que identifique el impacto pedagógico que dicha transformación provoca a nivel de aula. A lo largo de este artículo analizamos en qué medida el paso por una experiencia de formación docente basada en el proyecto europeo Future Classroom Lab o Aula del Futuro, provoca una redefinición de la vida pedagógica. Para ello, establecemos cuatro escenarios de aprendizaje: Investigar - Desarrollar, Crear, Presentar e Interactuar-Intercambiar, en los que mediante un análisis pretest - postest, analizamos el cambio en las actividades de enseñanza - aprendizaje propuestas, el papel desempeñado por el alumno/a, por el maestro/a, la interacción con la tecnología, la ocupación de espacios… Lo hacemos con una muestra de 285 participantes pertenecientes a diferentes etapas preuniversitarias (Educación Infantil, Educación Primaria, Educación Secundaria, Formación Profesional…). Hallamos diferencias estadísticamente significativas en todos los escenarios de aprendizaje analizados, lo que nos permite concluir que las experiencias de formación realizadas han contribuido a una transformación pedagógica en cuanto a: una mayor realización de actividades relacionadas con un aprendizaje activo y colaborativo por parte del alumnado, así como a un cambio en el uso de la tecnología, pasando a convertirse en un medio para la creación digital. Mostramos, de esta manera, una vía para el diseño de un nuevo paisaje educativo en el aula, en el que la pedagogía, los espacios y la tecnología se ponen al servicio del estudiante.

E-learning is currently at the center of interest in the educational community, in a situation of global pandemics that forces us to reduce attendance in all aspects of our lives. Online courses have had a bad reputation due to the distance between the tutor and the apprentice and the high dropout rates. The main purpose is to analyze the evaluations made by teachers on different features of a course, by examining variables like content, technology, activities, final work, and format. The analysis covers the 50 online courses that form part of the continuous training offer of the Regional Ministry of Education of the Community of Madrid in courses 17–18 and 18–19 in which 7501 teachers have participated. The opinion of each participant is collected from a questionnaire at the end of the training activity. This has been validated by a group of experts from the Regional Centre for Innovation and Training, belonging to the Community of Madrid, using the Delphi method. To develop the methodology, a linear multivariate model was calculated on the independent variables and the dependent variable Net Promoter Score (NPS). Most of the findings are related to two central variables in the educational approaches that occur in digital scenarios. What the group of teachers’ values most is the content of the proposal, while the factor that they consider least important is the technology that supports the development of the course. The rest of the variables analyzed have little impact on the recommendation of the courses. Nevertheless, conclusions suggest that combining factors such as content, technology, and pedagogy are essential in experiences like these.

An increasing number of educational institutions are betting on the development of innovative projects and their inclusion in pedagogical plans. In these projects, the ICT component has been established as a fundamental pillar. However, there are no relevant data that demonstrate the impact of these innovation proposals on academic performance, and by extension, on the possibility of improving the quality of education. The aim of this study is to verify the influence that the incorporation of innovation projects into the pedagogical plan of the center, and the cost per student, can have on the percentage of students who promote or repeat, in the Primary Education stage, according to data from the Spanish Ministry of Education. It has been observed that, contrary to public opinion, undertaking an ICT-based educational project correlates with the generation of a higher rate of repeating students, and in turn, with a lower number of students who are promoted, and that the cost per student is not related to academic performance. Revealing data, which again may have a different cause to those that are usually attributed arbitrarily. Son cada vez más las instituciones educativas que apuestan por el desarrollo de proyectos de innovación, y su inclusión en los planes pedagógicos. En estos proyectos, el componente TIC se ha establecido como un pilar fundamental. No obstante, no se cuenta con datos relevantes que demuestren el impacto de estas propuestas de innovación en el rendimiento académico, y por extensión, en la posibilidad de mejorar la calidad educativa. Con este estudio se pretende verificar la influencia que puede tener la incorporación de proyectos de innovación al plan pedagógico del centro, y el gasto por alumno, en el porcentaje de alumnos que promocionan o repiten, en la etapa de Educación Primaria, según datos del Ministerio de Educación de España. Se ha podido observar que, en contra de lo que establece como cierto la opinión pública, emprender un proyecto educativo de base TIC correlaciona con la generación de un mayor índice de alumnos repetidores, y a su vez, con un menor número de alumnos que promocionan y que el gasto por alumno no tiene relación con el rendimiento académico. Datos reveladores, que nuevamente puede tener una causa diferente a las que se les suele atribuir arbitrariamente.

Transferring a pedagogical proposal from a face-to-face environment to a virtual one is not an automatic conversion. It requires a thorough instructional design and the appropriate methodology. The main purpose of this study is to analyze the variables that influence the selection of an active methodology mediated by information and communication technologies for the design of a didactic sequence developed in a digital environment. We have worked with a sample of teachers who have participated in a training experience in which they have built a didactic proposal for a digital environment, selecting an active methodology from a reflective dynamic based on objective criteria. The study shows that there is a positive association between the year the course was taken, the sex of the participants and the stage where the participants work, and the chosen methodology. Finally, the area of knowledge taught is not a determining factor. It is concluded that regardless of the methodological selection, teachers tend to value the didactic component training over the instrumental one, although it is decisive that the training deals with technology, but from a techno pedagogical perspective.