Knowledge and degree of training of Primary Education teachers in relation to ICT taught to disabled students

The integration of Information and Communication Technologies (ICT) into the inclusive classroom requires competent teaching staff from both the technological and pedagogical points of view. Within this context, and with the aim of looking at one of these theoretical premises, this study aimed to identify the degree of training and technological knowledge of primary school teachers in Spain with respect to the use of ICT with individuals with disabilities (functional diversity). A descriptive ex post-facto research method was used, where the sample comprised 777 teachers. An ad-hoc questionnaire was used as the data-collection instrument. The results revealed the low skill levels of the teachers with respect to the use of ICT with students with disabilities, where the level of training of the teaching staff was determined by personal (gender, age), professional (teaching experience) or educational (qualifications) variables. The findings of this study point to the need for teacher training that instructs teachers on the use of ICT in order to favour the learning and educational innovation of students with disabilities

Technological, pedagogical and content knowledge in faculty professors of Physical Education

Debido a la invasión de las tecnologías de la información y comunicación (TIC) en la sociedad actual, en el panorama educativo se presentan grandes oportunidades de integración, pero en ocasiones, el profesorado no aprovecha el potencial que éstas ofrecen. El propósito de este estudio fue analizar el conocimiento tecnológico, pedagógico y disciplinar (TPACK) del profesorado formador de futuros docentes de Educación Física necesarios para la efectiva integración de las TIC en el proceso de enseñanza-aprendizaje, teniendo como referencia uno de los modelos más utilizados, el modelo TPACK. Para ello, se administró un cuestionario a 351 docentes universitarios de los Grados en Ciencias de la Actividad Física y el Deporte y Educación Primaria. Se analizaron las diferencias en el TPACK y en la autoeficacia percibida en el uso del ordenador en cuanto al género, edad, a la existencia de formación específica en TIC,así como las relaciones entre sus variables. Los resultados señalan que la aplicación de la tecnología (TCK+TPK+TPACK) de los docentes encuestados se ha visto influenciada por haber realizado acciones específicas formativas en el terreno de la tecnología. Se encontraron diferencias significativas entre el género y la dimensión tecnológica. Además, el conocimiento tecnológico y la autoeficacia percibida en el uso del ordenador fue significativamente mayor en los docentes de menos de 36 años. Por ello, se destaca la necesidad deformación específica sobre la aplicación de las tecnologías en los docentes universitarios, teniendo en cuenta las peculiaridades de los contenidos del área de Educación Física.Due to the invasion of information and communication technologies (ICT) in today’s society, great opportunities for integrationare presented in the educational panorama, but sometimes, teachers don’t take advantage of the potential they offer. The aim of this studywas to analyze the Technological Pedagogical and Content Knowledge (TPACK) framework of the Faculty professors of pre-servicePhysical Education teachers necessary for the effective integration of ICT in the teaching-learning process, taking as a reference theTPACK framework, one of the most common models used to measure it. The method included a questionnaire which was submitted to351 Faculty professors of Bachelor Degree in Physical Education and Sport, and also in Education. TPACK and the computer self-efficacy differences were analyzed in terms of gender, age, the existence of previous ICT training, and the relationship between itsvariables. The results demonstrated that those professors who had undergone a specific training in ITC showed a better application ofthe technology (TCK + TPK + TPACK). Significant differences were identified between gender and technological dimension. Inaddition, the technological knowledge and the computer self-efficacy were significantly higher in teachers under 36 years of age. Giventhe peculiarities of the Physical Education and Sports subject, this study confirms that it is necessary a specific training for the application of technologies in Faculty professor

All-pass-filter-based active damping for VSCs with LCL filters connected to weak grids

LCL filters are commonly used to connect Voltage Sourced Converters (VSCs) to the grid. This type of filter is cheaper than a single inductor for the same current THD, but it generates resonance problems if no active or passive damping method is applied. Active damping methods are becoming popular in the literature because they improve efficiency, but they are sometimes difficult to implement and additional measurements are required. This paper proposes an active damping method for VSCs connected to weak grids that is based on making zero the open-loop phase at the resonance frequency. It will be shown that this strategy provides adequate damping of oscillations and that it can be achieved in two different ways: at the design stage (if the design constraints make it possible) or with an all-pass filter in series with the current controller. Two methods to design the all-pass filter are proposed. Also, the proposed active damping technique is compared with three alternatives already proposed in the literature. All the control algorithms are verified by simulation and in a 15 kW prototype of a three-phase VSC connected to a configurable weak grid via a LCL filter

Augmented reality in university education

[EN] The increase in use, as well as the possibilities offered by mobile devices, tablets or smartphones in our daily lives, means that these tools can be incorporated, without additional costs, and with great didactic possibilities, in the contexts of university education. This aspect contributes without a doubt, to the proliferation of technologies such as Augmented Reality (AR), which allows, using the aforementioned devices, to facilitate the combination of digital information and physical information in real time. In this article the problem of the conceptualization of the RA wont be presented, but its intended to offer a vision through the analysis of two of the variables that can be considered as limiting in the use of this technology in the university contexts: lack of research, and the few learning objects generated in RA format (all without forgetting the need to have theoretical frameworks to facilitate their educational incorporation). Likewise, its necessary to start from the fact that, if this technology is to be incorporated into university education, its essential that universities create and strengthen production centers that facilitate and/or help the teacher to produce them. And this, not because some objects can not be produced by the teachers themselves, but because complex objects require the management of complex programs, as well as the elaboration of resources of certain, much, difficulty.[ES] El aumento del uso, así como de las posibilidades que ofrecen los dispositivos móviles, tablets o los smartphones en nuestra vida diaria, conlleva que dichas herramientas puedan ser incorporadas, sin costes adicionales, y con grandes posibilidades didácticas, en los contextos de formación universitaria. Este aspecto contribuye, sin lugar a duda, a la proliferación de tecnologías como la Realidad Aumentada (RA), que permite, apoyándose en los dispositivos anteriormente comentados, facilitar la combinación de información digital e información física en tiempo real. En el presente artículo no se presentará la problemática de la conceptualización de la RA, sino que se pretende ofrecer una visión a través del análisis de dos de las variables que pueden ser consideradas como limitantes en el uso de ésta tecnología en los contextos universitarios: la falta de investigaciones, y los pocos objetos de aprendizaje generados en formato RA (todo ello sin olvidar la necesidad de contar con marcos teóricos para facilitar su incorporación educativa). Asimismo, es necesario partir de hecho de que, si se pretende que dicha tecnología se incorpore a la formación universitaria, es imprescincible que las Universidades creen y potencien centros de producción que faciliten y/o ayuden al docente para su producción. Y ello, no porque algunos objetos no puedan ser producidos por los propios docentes, sino porque objetos complejos requieren el manejo de programas complejos, así como de la elaboración de recursos de cierta, mucha, dificultad.Cabero, J.; Barroso, J.; Llorente, C. (2019). La realidad aumentada en la enseñanza universitaria. REDU. Revista de Docencia Universitaria. 17(1):105-118. https://doi.org/10.4995/redu.2019.11256SWORD10511817

Model systematics in time domain tests of binary black hole evolution

We perform several consistency tests between different phases of binary black hole dynamics; the inspiral, the merger, and the ringdown on the gravitational wave events GW150914 and GW170814. These tests are performed explicitly in the time domain, without any spectral leakage between the different phases. We compute posterior distributions on the mass and spin of the initial black holes and the final black hole. We also compute the initial areas of the two individual black holes and the final area from the parameters describing the remnant black hole. This facilitates a test of Hawking's black hole area theorem. We use different waveform models to quantify systematic waveform uncertainties for the area increase law with the two events. We find that these errors may lead to overstating the confidence with which the area theorem is confirmed. For example, we find $>99\%$ agreement with the area theorem for GW150914 if a damped sinusoid consisting of a single-mode is used at merger to estimate the final area. This is because this model overestimates the final mass. Including an overtone of the dominant mode decreases the confidence to $\sim94\%$; using a full merger-ringdown model further decreases the confidence to $\sim 85-90\%$. We find that comparing the measured change in the area to the expected change in area yields a more robust test, as it also captures over estimates in the change of area. We find good agreement with GR when applying this test to GW150914 and GW170814

Non-Hermitian coherent coupling of nanomagnets by exchange spin waves

Non-Hermitian physics has recently attracted much attention in optics and photonics. Less explored is non-Hermitian magnonics that provides opportunities to take advantage of the inevitable dissipation of magnons or spin waves in magnetic systems. Here we demonstrate non-Hermitian coherent coupling of two distant nanomagnets by fast spin waves with sub-50 nm wavelengths. Magnons in two nanomagnets are unidirectionally phase-locked with phase shifts controlled by magnon spin torque and spin-wave propagation. Our results are attractive for analog neuromorphic computing that requires unidirectional information transmission

Yttria-stabilized zirconia/SrTiO_(3) oxide heteroepitaxial interface with symmetry discontinuity

We show that yttria-stabilized zirconia (YSZ) films deposited on structurally dissimilar SrTiO_(3)(110) substrates exhibit two-dimensional layer-by-layer growth. We observed that, up to a thickness of about 15 nm, the square (001) basal plane of the cubic YSZ grows epitaxially on the rectangular (110) crystallographic plane of SrTiO3 substrates, with [110]YSZ(001)//[001]SrTiO_(3)(110) epitaxial relationship. Thus, the heterointerface presents symmetry discontinuity between the YSZ(001) film and the lower surface symmetry SrTiO_(3)(110) substrate. Beyond this specific case, we envisage similar approaches to develop other innovative oxide interfaces showing similar crystal symmetry discontinuities