The use of ICT tools by academic teachers in the international comparative context

The article sets out to analyze the professional competencies on the standard European e-Competence Framework. The survey of information technology teachers of Ukrainian universities concerning the necessity of forming and development of European e-Competence Framework competencies allowed defining the priority areas for training and forming the content component of a model of professional competencies development of information technology university teachers. The proposed model distinguishes stages, factors, and resources for training teachers. Teachers’ attitude to motivation, time and money allocation for professional development was researched. The content component of the development of professional competences of teachers of information technologies is offered. Recommendations for training and advanced training of teachers of information technologies, assessment of the level of development of professional competence, was proposed

Digital Competence, Special Education Teachers ’training and attitude towards the ICT (information and communication technologies)

Este trabajo expone los resultados de una investigación que tiene como objetivo evaluar el grado de Competencia Digital que tiene el profesorado de educación especial y conocer qué tipo de actitudes y formación tienen hacia las TIC. Desde el punto de vista metodológico se trata de una investigación cuantitativa desarrollada a través de un diseño descriptivo. Para la investigación se utilizó un cuestionario, previamente validado, a una muestra constituida por 50 docentes de Educación Especial, de Audición y Lenguajecomo de Pedagogía Terapéutica, que desempeñan su función en centros públicos, privados y concertados, siendo estos específicos de educación especial o no. Los resultados muestran déficits en relación con la competencia digital. De la misma forma podemos destacar una formación media- baja de este profesorado, así como una actitud positiva hacia las TIC.This essay shows the results of an investigation which aim is to evaluate the degree of digital competence of the special education teachers and know what type of attitude and training they have in Information and communication technologies (ICT). From a methodological point of view, it is a quantitative research developed in a descriptive way. A previously validated questionnaire was used of a sample of 50 special education teachers. Both: hearing and language teachers (AL) and therapeutic pedagogy teachers (PT). The teachers work in different schools: special education schools, common schools, either public, private or a Mixture of both. The results show a deficit in in the Digital Competence, although it is not very important. In the same way, we can say that the teachers’ training is medium-low although, they have a positive attitude towards (ICTs

Buenas prácticas en el desarrollo de trabajo colaborativo en materias TIC aplicadas a la educación

Este trabajo presenta cuatro experiencias docentes de Buenas Prácticas en el uso de las Tecnologías de la Información y la Comunicación en la Enseñanza Universitaria, en el ámbitoeducativo, desarrolladas en materias impartidas durante el curso 2009/2010 en la Facultad de Educación de la Universidad de Extremadura, centradas en el trabajo colaborativo y autónomodel alumnado como metodología, la innovación docente como filosofía, el uso de las TIC aplicadas a la Enseñanza y el Aprendizaje y el empleo de estas herramientas para el desarrollo de la competencia digital en el alumnado universitario.Tras las experiencias desarrolladas, se reali za un análisis de las mismas en torno a la organización y gestión de espacios virtuales, los indicadores del proceso E-A y las infraestructuras TIC, a partir de las valoraciones realizadas por alumnado y profesorado sobre lasdificultades y fortalezas encontradas en el desarrollo de las actividades y el uso de estas herramientas.Lo más destacable de este trabajo, no es sólo la opinión de las y los participantes sobre las experiencias, sino las propuestas realizadas por la posibilidad que nos ofrecen las herramientas colaborativas para el desarrollo de buenas prácti cas usando las TIC en la educación superior, con la finalidad de mejorarla

Collaborate on ICT work applied to education

Este trabajo presenta cuatro experiencias docentes de Buenas Prácticas en el uso de las Tecnologías de la Información y la Comunicación en la Enseñanza Universitaria, en el ámbito educativo, desarrolladas en materias impartidas durante el curso 2009/2010 en la Facultad de Educación de la Universidad de Extremadura, centradas en el trabajo colaborativo y autónomo del alumnado como metodología, la innovación docente como filosofía, el uso de las TIC aplicadas a la Enseñanza y el Aprendizaje y el empleo de estas herramientas para el desarrollo de la competencia digital en el alumnado universitario. Tras las experiencias desarrolladas, se realiza un análisis de las mismas en torno a la organización y gestión de espacios virtuales, los indicadores del proceso E-A y las infraestructuras TIC, a partir de las valoraciones realizadas por alumnado y profesorado sobre las dificultades y fortalezas encontradas en el desarrollo de las actividades y el uso de estas herramientas. Lo más destacable de este trabajo, no es sólo la opinión de las y los participantes sobre las experiencias, sino las propuestas realizadas por la posibilidad que nos ofrecen las herramientas colaborativas para el desarrollo de buenas prácticas usando las TIC en la educación superior, con la finalidad de mejorarla.We describe four experiences of best practices using ICT in Higher Education, particularly in subjects within Educational field, taught during academic year 2009/2010 in the Faculty of Education at the University of Extremadura, based on collaborative work and autonomous learning as methodology, teaching innovation as philosophy, the use of ICT in Education and Learning and the use of these tools for acquiring digital competence by university students. An analysis of teaching experiences carried out is made, based on organization and management of virtual learning environments, indicators of learning and teaching process and ICT infrastructures, from teachers and students’ opinions, weighing up strengths and weakness encountered in the development of these activities and tools used. The most outstanding feature of this work is not just the experience itself, but also the proposals made, due to the possibility that a collaborative work offer to reflect on best practices using ICT in Higher Education, leading towards improvement of university trainingGrupo de Investigación FORCE (Formación Centrada en la Escuela) Universidad de Granad

Accelerometer Cut-Points for Physical Activity Assessment in Adults with Mild to Moderate Huntington’s Disease: A Cross-Sectional Multicentre Study

Accelerometers can estimate the intensity, frequency, and duration of physical activity in healthy adults. Although thresholds to distinguish varying levels of activity intensity using the Actigraph wGT3X-B have been established for the general population, their accuracy for Huntington’s disease (HD) is unknown. We aimed to define and cross-validate accelerometer cut-points for different walking speeds in adults with mild to moderate HD. A cross-sectional, multicentre, case-control, observational study was conducted with a convenience sample of 13 symptomatic ambulatory HD participants. The accelerometer was placed around the right hip, and a heart monitor was fitted around the chest to monitor heart rate variability. Participants walked on a treadmill at three speeds with light, moderate and vigorous intensities. Correlation and receiver operation curve analyses were performed between the accelerometer magnitude vector with relative oxygen and heart rate. Optimal cut-points for walking speeds of 3.2 km/h were ≤2852; 5.2 km/h: >2852 to ≤4117, and in increments until their maximum velocity: >4117. Our results support the application of the disease-specific cut-points for quantifying physical activity in patients with mild to moderate HD and promoting healthy lifestyle interventions.The project leading to these results has received funding from “La Caixa” Foundation (ID100010434), under agreement FUI1-PI008

e-Learning and Smart Learning Environment for the Preparation of New Generation Specialists

The aim of this study is to identify the uses of digital technologies by secondary school students and how they may change in regards to the different digital scenarios. Therefore, 78 secondary education students completed a Likert-scale questionnaire, providing information about their digital technology use and habits in a variety of areas. The results show that young people use a range of digital technologies in different scenarios and the social media used by students in free-time and study scenarios

Seizure prophylaxis in meningiomas: a systematic review and meta-analysis

Introduction: No formal indication currently exists for seizure prophylaxis in neurosurgical oncology patients. Neither have specific recommendations been made on the use of antiepileptic drugs (AED) in seizure-free patients with meningiomas scheduled for surgery. AEDs are generally prescribed on a discretionary basis, taking into consideration a range of clinical and radiological risk factors. We present a systematic review and meta-analysis exploring the effectiveness of antiepileptic prophylaxis in patients with meningioma and no history of seizures. Methods: We performed a systematic review of the PubMed/MEDLINE, Cochrane Central Register of Controlled Trials, Embase, and clinicaltrials.gov databases. Of a total of 4368 studies initially identified, 12 were selected for extraction of data and qualitative analysis. Based on the clinical data presented, we were only able to include 6 studies in the meta-analysis. We performed heterogeneity studies, calculated a combined odds ratio, evaluated publication bias, and conducted a sensitivity analysis. Results: AED prophylaxis in patients with meningioma and no history of seizures did not significantly reduce the incidence of post-operative seizures in comparison to controls (Mantel-Haenszel combined odds ratio, random effects model: 1.26 [95% confidence interval, 0.60-2.78]; 2041 patients). However, we are unable to establish a robust recommendation against this treatment due to the lack of prospective studies, the presence of selection bias in the studies reviewed, the likelihood of underestimation of seizure frequency during follow-up, and the strong influence of one study on the overall effect. Conclusions: Despite the limitations of this review, the results of the meta-analysis do not support the routine use of seizure prophylaxis in patients with meningioma and no history of seizures. Resumen: Introducción: En la actualidad, no existe una indicación formal de profilaxis anticomicial en neurocirugía oncológica. Tampoco existen recomendaciones específicas sobre el uso de fármacos antiepilépticos (FAE) en pacientes portadores de meningiomas y libres de crisis que van a ser intervenidos. En general, se prescriben FAE de forma discrecional, teniendo en cuenta diversos factores de riesgo clínico-radiológicos. Presentamos una revisión sistemática y meta-análisis sobre la efectividad de la profilaxis anticomicial en meningiomas sin historia previa de crisis. Métodos: Se realizó una búsqueda sistemática en las bases de datos PubMed/MEDLINE, Cochrane Central Register of Controlled trials, Embase y clinicaltrials.gov. De los 4.368 estudios inicialmente identificados, finalmente se incluyeron 12 para la extracción de datos y análisis cualitativo. Los datos clínicos permitieron incluir únicamente 6 estudios en el meta-análisis. Se realizaron estudios de heterogeneidad, cálculo de OR combinada, evaluación del sesgo de publicación y análisis de sensibilidad. Resultados: La profilaxis con FAE en meningiomas sin crisis previas no redujo de forma significativa la incidencia de crisis postoperatorias respecto a los controles (OR combinada de Mantle-Haenszel, efectos aleatorios, de 1,26, IC 95%, 0,60-2,78, sobre 2.041 pacientes). Sin embargo, la ausencia de estudios prospectivos, la presencia de sesgo de selección en los estudios, una probable infraestimación del número de crisis durante el seguimiento, y la influencia marcada de un estudio sobre el efecto global, impiden establecer una recomendación sólida en contra de la profilaxis anticomicial. Conclusiones: Dentro de las limitaciones de esta revisión, los resultados del meta-análisis no apoyan el uso rutinario de la profilaxis antiepiléptica en pacientes con meningiomas sin historia previa de crisis

Good practices in developing collaborative ICT work applied to education

We describe four experiences of best practices using ICT in Higher Education, particularly in subjects within Educational field, taught during academic year 2009/2010 in the Faculty of Education at the University of Extremadura, based on collaborative work and autonomous learning as methodology, teaching innovation as philosophy, the use of ICT in Education and Learning and the use of these tools for acquiring digital competence by university students. An analysis of teaching experiences carried out is made, based on organization and management of virtual learning environments, indicators of learning and teaching process and ICT infrastructures, from teachers and students’ opinions, weighing up strengths and weakness encountered in the development of these activities and tools used.The most outstanding feature of this work is not just the experience itself, but also the proposals made, due to the possibility that a collaborative work offer to reflect on best practices using ICT in Higher Education, leading towards improvement of university training