In this paper, we offer three examples from our research projects on both technological and pedagogical innovations to illustrate the impact of rapid technology changes on research. Members of our research team both developed and used technology applications in their research projects, utilizing design-based research (DBR). During the experiments, we encountered new challenges by the end of the research cycle due to updates in technologies. Although we had an idea of how to redesign the project for the next cycle based on the analyses of data, we noticed that we needed to not only redesign our approaches based on the research results but the changes in technologies were so rapid that materials and pedagogies needed to be altered as well. In our article, we propose an additional aspect to be considered in DBR while researching technology integration or innovative technologies. Moreover, the rapid change in technology raises further challenges to teachers’ professional development and the integration of those innovative technologies in classrooms. We anticipate our work to contribute to the development of technology resources and related pedagogies as well as the refinement of research methodologies in technology environments. Our contributions for the development of technology resources and refinement of research methods in technology-supported learning environments should, among other things, contribute to a less complex and at the same time more sustainable integration of pedagogical innovations into scientific and school practices.

Official documents in several educational systems reflect the importance of integrating Science, Technology, Engineering, Arts, and Mathematics (STEAM) and consider project-based learning (PBL) as a way of integrating such disciplines in the classroom. Although STEAM-PBL has been characterized and evaluated in different ways, its impact on school mathematics teaching remains unclear. Mathematics is recognized as the fundamental basis of other disciplines; however, many students still perceive it as a difficult subject and abandon it. To analyze STEAM-PBL classroom implementation from a school mathematics standpoint, we examined 41 classroom experiences from 11 Spanish secondary education teachers (five in-field mathematics teachers), who participated in a STEAM training program for more than 4 years. To frame this study, Thibaut et al.’s (J STEM Educ 3(1):02, 2018) and Schoenfeld’s (Educ Res 43(8):404–412, 2014) characterizations of well-designed and implemented projects, respectively, were employed. The results showed that in-field mathematics teachers avoided transdisciplinary projects in which school mathematics is difficult to address, while out-of-field teachers tended to overlook the mathematics in interdisciplinary projects. Unlike out-of-field teachers, mathematics teachers often eluded design-based learning processes for deeply exploiting school mathematics. The latter teachers promoted high cognitive demands and positive perceptions about mathematics in projects where formative environments were generated through discussion and a meaningful feedback loop.

Secondary education curricula highlight competence-based learning; however, meaningful school-intervention habits have not yet been observed. The initiatives implemented have focused primarily on promoting the combined development of no more than three key competences. This article presents an international study, under the Erasmus+ and H2020 programmes, for analysing the impact of the STEAM project-based learning approach with KIKS format (Kids Inspire Kids for STEAM) on the interwoven development of key competences. The sample included 267 high school students divided into 53 teams from 29 educational centres in Finland, England, Hungary, and Spain. Each team carried out several projects, for no less than two academic years, by means of the following two approaches: STEAM project-based learning and KIKS format. Data from this qualitative study were collected from observations and interviews with students, teachers, and KIKS trainers. Analyses revealed that the combination of these two approaches facilitated the development of all eight key competences. The project-based learning focus essentially fostered the enhancement of the mathematical competence and competence in science, technology, and engineering, while KIKS format promoted literacy and multilingual competences. The remaining competences were encouraged by the combination of both approaches. It is noteworthy that prolonged participation in the programme, as it was implemented, was crucial to achieving the obtained outcomes. Los currículos de educación secundaria resaltan el aprendizaje por competencias, sin embargo, actualmente no se observan cambios sustanciales en los hábitos de intervención en el aula. Las iniciativas implementadas se han centrado principalmente en impulsar el desarrollo conjunto de tres competencias clave como máximo. Este artículo presenta un estudio internacional, bajo los programas Erasmus+ y H2020, con el objetivo de establecer relaciones entre el aprendizaje basado en proyectos STEAM con formato KIKS (Kids Inspire Kids for STEAM) y el desarrollo global de las competencias clave. La muestra incluye 267 estudiantes de secundaria distribuidos en 53 equipos, pertenecientes a 29 centros de Finlandia, Inglaterra, Hungría y España. Cada equipo elaboró varios proyectos, durante al menos dos años académicos, mediante los siguientes enfoques de implementación: aprendizaje basado en proyectos STEAM y formato KIKS. Los datos de este estudio cualitativo se recabaron por medio de observaciones y entrevistas a estudiantes, profesores y formadores KIKS. Los análisis revelaron que la combinación de ambos enfoques facilitó el desarrollo de las ocho competencias clave. El aprendizaje por proyectos favoreció esencialmente el desarrollo de la competencia matemática y competencia en ciencia, tecnología e ingeniería, mientras que el formato KIKS potenció las competencias en lectoescritura y multilingüe. El resto de competencias se vieron estimuladas por la combinación de ambos enfoques. Cabe destacar que la participación prolongada en el programa de implementación fue determinante en los resultados obtenidos.

 Estudios recientes han planteado que los futuros maestros no son lectores expertos y tienen serias limitaciones al enfrentarse a textos literarios. Sin embargo, desconocemos cómo describen, analizan y valoran su formación lectora. En este artículo analizamos, mediante entrevistas semiestructuradas, la trayectoria lectora de 15 futuros profesores de educación primaria, desde su infancia hasta finalizar sus estudios universitarios. Los resultados muestran que la mayoría de los sujetos evaluados: (1) carecen de hábito lector y mantienen una visión instrumental de la lectura y la literatura; (2) sugieren que su paso por la Educación Primaria y Secundaria no ha supuesto para ellos un estímulo en el conocimiento de prácticas de animación a la lectura; y (3) valoran la formación pedagógica recibida en la carrera como insuficiente. Todos coinciden, sin embargo, en (4) su compromiso como dinamizadores de la lectura en su futuro como profesores. Este estudio evidencia, a diferencia de estudios anteriores, que el futuro profesor de primaria reconoce sus carencias en cuanto a su formación lectora, y señala la necesidad de abordar con prontitud este problema que incide directamente en la competencia lectora de nuestros escolares.

The 6E Learning by Design (LbD) model can enhance student teachers’ development of competence for integrating technologies in the classrooms including Artificial Intelligence (AI). However, teacher educators rarely use the 6E LbD model in supporting and encouraging student teachers to integrate AI applications in their classrooms effectively. To attract teacher educators to use the 6E LbD model, in the present study, we modeled learning activities for each phase. We also examined the impact of the 6E LbD model in supporting student teachers to integrate AI in the classroom. We adopted a Participatory Action Research approach implemented in two cycles. We collected data from 35 student teachers who were selected purposively. We collected data through observation, reflective journals and document analysis. We observed student teachers during the classroom activities and analysed their lesson plans and reflective journals, and interpreted data based on a thematic analysis. Findings show that there are various activities facilitating learning in different phases of the 6E LbD model. Also, findings show that the 6E LbD enables student teachers to develop skills and competence for integrating AI in their classrooms. The findings show that an evidence-based approach will motivate teacher educators to use the 6E LbD model.

Much comparative research into education-related beliefs has exploitedquestionnaires developed in one culture for use in another. This hasbeen particularly the case in mathematics education, the focus of thispaper. In so doing, researchers have tended to assume that translationalone is sufficient to warrant a reliable and valid instrument forcross-cultural research, prompting concerns that a number of necessaryequivalences are unlikely to have been addressed. In this paper, we considerthe nature of these equivalences before examining the literature ofa different field, healthcare research, to synthesise an approach to instrumentadaptation that is pragmatic but rigorous. Finally, we demonstratehow this pragmatic approach, incorporating extensive cognitive interviews,enabled us to adapt and refine a mathematics-related beliefsquestionnaire, developed in Flanders, for use with students aged 14–15in England and Spain. Analyses indicate that the instrument so developedis multidimensional, reliable and cross-culturally valid. Someimplications are discussed