Impact of the Information and Communication Technologies on the Education of Students with Down Syndrome: a Bibliometric Study (2008- 2018)

This article analyzes the impact of the Information and Communication Technologies (ICT) on students with Down syndrome through the consult of scientific articles published during the 2008 to 2018 period, in five scientific journal databases utilized in the academic world. Through a descriptive and quantitative methodology, the most significant bibliometric data according to citation index is shown. Likewise, a methodology based on the analysis of co-words and clustering techniques is applied through a bibliometric maps, in order to determine the fields of scientific study. The results show that articles published have a medium-low index of impact. There are linked with the importance of using ICT with these students, from educational inclusion and accessibility perspective

Are primary education teachers trained for the use of the technology with disabled students?

Incorporating information and communication technology (ICT) in inclusive class‑ rooms requires competent teachers, both technological and pedagogical. To contrast these theoretical assumptions, this study aims to identify the level of training and technical knowledge of primary school teachers in Spain regarding the use of ICTs for supporting students with special needs. The research methodology used was a mixed research design (quantitative and qualitative method), analysing 777 questionnaires supplied to primary school teachers and 723 interviews conducted with key inform‑ ants (members of management teams, ICT coordinators, directors and technological advisors of teacher training centres). The results informed teachers’ knowledge about ICT and disability and barriers or obstacles to their training. Among the conclusions, teachers’ inadequate training regarding ICTs for students with special needs stands out and the lack of training experiences in this feld

Realidad aumentada en la educación superior: posibilidades y desafíos

Currently, there is a growing interest in the use of augmented reality in education. Thus, this study, which systematically examines the use of augmented reality in higher education, has three purposes: (1) to present a synthesis of the available empirical evidence on the use of augmented reality in higher education, (2) to identify the possibilities and challenges of incorporating these technologies in university classrooms, and (3) to determine future trends and prospects for research on augmented reality at the university stage. This study used a systematic review method. Twelve articles that met the specified selection criteria were systematically analysed in order to answer the purpose of the study. The studies reviewed suggest that the use of augmented reality acts as an element that enhances the learning experiences of university students (men and women), however, this is not always the case, as there are studies that have reported limitations in its application, such as the lack of teacher training. The results of the review are discussed in terms of their implications for future research and for improving the training of university teachers in the use of these technologies.En la actualidad, existe un creciente interés por el uso de la realidad aumentada en la educación. Así pues, este estudio, que examina sistemáticamente el uso de la realidad aumentada en la educación superior, tiene tres objetivos: (1) presentar una síntesis de la evidencia empírica disponible sobre el uso de la realidad aumentada en la educación superior, (2) identificar las posibilidades y los retos de la incorporación de estas tecnologías en las aulas universitarias y (3) determinar las tendencias y perspectivas futuras de la investigación sobre la realidad aumentada en la etapa universitaria. Este estudio utilizó un método de revisión sistemática. Doce artículos que cumplían con los criterios de selección especificados se analizaron sistemáticamente con el fin de responder al propósito del estudio. Los trabajos revisados sugieren que el uso de la realidad aumentada actúa como un elemento que mejora las experiencias de aprendizaje de los estudiantes universitarios (hombres y mujeres), sin embargo, esto no siempre es así, ya que hay estudios que han reportado limitaciones en su aplicación, como la falta de la formación del profesorado. Los resultados de la revisión se discuten en términos de sus implicaciones para futuras investigaciones y para mejorar la formación de los profesores universitarios en el uso de estas tecnologías

Use of Augmented Reality for Students with Educational Needs: A Systematic Review (2016–2021)

In recent years, interest in applying Augmented Reality technology as a teaching/learning resource in education has increased. However, few studies focus on the possibilities and challenges of these tools to support learners with educational needs. In this review, we aggregate the current knowledge of how Augmented Reality technologies are applicable and their impact on the learning of students with educational needs considering the above-mentioned factors. In total, 18 studies indexed in the Scopus and Web of Science databases were analysed. The main findings of this review provide the current state of Augmented Reality research in special education and show positive results in the learning of students with educational needs.Ministry of Economy, Industry and Competitiveness PID2019-108230RB-I0

Use of robotics in early childhood education

La robótica educativa se ha convertido en una de las herramientas prometedoras para apoyar el proceso de enseñanza-aprendizaje. Su uso suele ser atractivo y motivador, especialmente, para los niños más pequeños. De este modo, este estudio tiene como propósito (1) revelar la efectividad y posibles contribuciones de la aplicación de la robótica educativa en edades tempranas mediante una revisión sistemática de la literatura. Como resultado del proceso de búsqueda, diez artículos fueron incluidos en el estudio. Los resultados sugieren un efecto positivo en la motivación y en el rendimiento académico de estos estudiantes. Sin embargo, podemos concluir que, para lograr una mayor eficacia es necesario que el profesorado se encuentre capacitado y formado en las competencias digitales necesarias para su uso.Educational robotics has become one of the promising tools to support the teaching-learning process. Its use is often attractive and motivating, especially for younger children. Thus, this study aims (1) to reveal the effectiveness and possible contributions of the application of educational robotics at early ages through a systematic review of the literature. As a result of the search process, ten articles were included in the study. The results suggest a positive effect on the motivation and academic performance of these students. However, we can conclude that, to achieve greater effectiveness, it is necessary for teachers to be trained in the digital skills required for its use

Physical Education Teachers and Their ICT Training Applied to Students with Disabilities. The Case of Spain

(1) Background: The introduction of Information and communication technologies (ICTs) in the area of Physical Education is a very recent phenomenon, and its implementation is a challenge for teachers in Spain. It implies pedagogic innovation for the improvement of the teaching and learning processes, especially for people with a disability (functional diversity). The aim of this study was to identify the degree of technological knowledge (ICT) of the physical education teachers for students with disabilities. (2) Methods: A sample of 341 Physical Education teachers from Spain volunteered for this cross-sectional study. A questionnaire named “DIFOTICyD”, created “ad hoc” was used as the data-gathering instrument. (3) Results: the results revealed the low training of the participants with respect to the use of the ICTs in the field of disability. The degree of training of the teachers was determined by the personal (gender, age), professional (teaching experience) and educational (training received) outcomes. (4) Conclusions: the findings of the study point to the need for didactic training that can be used to train the Physical Education teachers to use ICTs in order to facilitate the learning and educational innovation of students with disabilities.The study has been funded by the Spanish Ministry of Economy and Competitiveness, within the framework of the State Plan for the Promotion of Scientific and Technical Research of Excellence 2013–2016 (DIFOTICYD EDU2016 75232-P)

Assistive technology for the inclusion of students with disabilities: a systematic review

The commitment to increase the inclusion of students with disabilities has ensured that the concept of Assistive Technology (AT) has become increasingly widespread in education. The main objective of this paper focuses on conducting a systematic review of studies regarding the impact of Assistive Technology for the inclusion of students with disabilities. In order to achieve the above, a review of relevant empirical studies published between 2009 and 2020 in four databases (Web of Science (WoS), Scopus, ERIC and PsycINFO) was carried out. The sample consists of 31 articles that met the inclusion criteria of this review, out of a total of 216 identifed. Findings of this study include that the use of Assistive Technologies is successful in increasing the inclusion and accessibility of students with disabilities, although barriers such as teacher education, lack of information or accessibility are foundSpanish Ministry of Economics and Competitivenes

Digital competences for teacher professional development. Systematic review

This paper provides a systematic review of the literature on digital competencies and teacher professional development. The purpose of this study is identifying research trends and potential directions on this topic for future research. The method followed is based on the PRISMA Statement Guidelines for Systematic Reviews and Meta-analysis. After applying criteria of inclusion, exclusion and thematic belonging, the sample was constituted in 21 studies. The selected studies emphasize the importance of digital competence as one of the challenges facing teachers today, being mainly qualitative methodology studies. Among the conclusions we highlight that most of the selected studies reveal a lack of teacher training and insufficient ICT training

Information and Communications Technologies (ICTs) in Education for Sustainable Development: A Bibliographic Review

In recent years, technological advances have played a very important role in our society, as well as in different educational contexts, including Education for Sustainable Development. Information and Communication Technologies (ICTs), which have made it possible to improve the quality of life of many people. The aim of this study is to review the scientific evidence on the use of ICTs for Sustainable Development. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) guidelines, a bibliographic search was carried out using the Web of Science and Scopus bibliographic repositories, with a total of 19 articles comprising the final sample for review. The results show that the most preeminent strategies used are mobile learning and distance education, which are related to the achievement of the sustainable development goals. Included among the conclusions of this study is the need to investigate the different strategies that are being carried out, with ICTs in school aimed at developing a more sustainable environment standing out

Digital Teaching Competence in Higher Education: A Systematic Review

Higher education is one of the educational stages most affected by digital technologies, whose constant development has produced a favourable atmosphere for new approaches regarding the teaching–learning processes. The aim of the study was to identify the most relevant findings that specialists have analysed in terms of the digital competences of university teachers, through the analysis of the scientific production of the specialised literature in the last decade (2009–2019). A search was carried out on the Web of Science (WoS) and Scopus databases following the guidelines of the PRISMA statement (Preferred Reporting Items for Systematic reviews and Meta-Analyses). After applying the inclusion and exclusion criteria, the sample was made up of 20 articles. The main findings show the low level of digital competence among teachers and the need for training in both technological and pedagogical areas