En esta aportación se plantea la relevancia de la personalización y la inclusión como aspectos clave de la planificación de la enseñanza y se incide en la idoneidad de las tecnologías para apoyar esta perspectiva. Se presenta y evalúa desde la perspectiva del profesorado, el potencial de la herramienta DEPIT (Designing for Personalization and Inclusion with Technologies) cuya finalidad es apoyar la planificación y programación docente, atendiendo a la inclusión y personalización. Se recoge información del profesorado sobre su actitud hacia DEPIT, así como sobre su utilidad en la praxis docente. El valor aplicado de DEPIT se recaba a través de un foro de discusión. El análisis cuantitativo de los datos llevado a cabo mediante el programa estadístico SPSS v.24, identifica actitudes positivas del profesorado en relación al uso de herramientas digitales para elaborar la programación docente. El análisis cualitativo, realizado mediante el programa Atlas.Ti V.8, registra aspectos que los docentes valoran de la aplicación DEPIT, entre otros: “Adaptación y versatilidad a contextos educativos diversos” “Facilita la interacción y la comunicación” y “Potencia la libertad, independencia y autonomía”. De los resultados obtenidos se concluye que el profesorado asume una actitud proactiva y positiva hacia la incorporación de herramientas tecnológicas para su docencia y ponen en valor el potencial de DEPIT para la programación docente. [1] DEPIT (Designing for Personalization and Inclusion with Technologies) forma parte de un proyecto cofinanciado por el programa Erasmus+ de la Unión Europea, en el que participan diferentes universidades europeas. Web del proyecto: http://depit.eu

The present study aims to analyse the healthy habits of a group of adolescents before and after an educational intervention using the Healthy Jeart mobile app. This is the first pilot study on Healthy Jeart, based on a single intervention with experimental and control groups. The participants were secondary education students in the third and fourth years, from an educational centre in Huelva (Spain). They were distributed between a control group and an experimental group. Information about their habits was obtained through a questionnaire prepared from the HSBC (Health Behaviour in School-aged Children) instrument, which was administered before and after the intervention. Although the results do not indicate a substantial change in the habits of the participants, there were some intragroup differences. In the experimental group, a difference was obtained in the feeling of being fit and healthy. The global perspective on health of the app would explain this change.

This article analyzes the written expression in WhatsApp-type instant messaging applications of Andalusian adolescents who are in the last years of compulsory education in Spain. It aims to establish the relationship between the most relevant characteristics of the digital norm used by Andalusian adolescents in their communications through WhatsApp and the dialectal characteristics of their variety of Spanish. Additionally, this study intends to determine whether the writing norm in instant messaging applications influences the standard orthography of Spanish in school texts. A quantitative methodology has been used, analyzing objective data and carrying out a systematic and structured information collection process. A descriptive research design was employed using textual content analysis. The results show that the dialectal linguistic identity of Andalusian adolescent speakers on WhatsApp is mainly identified with suprasegmental linguistic features such as intonation and rhythm. Textisms related to the loss of the intervocalic -d- stand out, as well as those which reproduce the different realizations of the phonemes /s/ and /ʝ/. These features characterize the norm used by adolescent Andalusian speakers and coincide with the features that distinguish their way of pronouncing Spanish. The results show that these textisms are not related to the standard orthography of Spanish and do not cause non-standard orthography.