Design and application of educational workshops for the healthy use of the Internet and online social networks in adolescents: description of a pilot study

En este artículo se presenta el desarrollo e implementación de unos talleres educativos para adolescentes que fomentan el uso adaptativo de Internet y de las redes sociales. El buen uso de las redes sociales sirve cómo protección frente a los riesgos derivados de usos inadecuados de las tecnologías de la información y la comunicación. Asimismo, la orientación pedagógica en etapas de vulnerabilidad como la adolescencia, en la que hay una clara inmadurez emocional, social y contextual, es esencial para fomentar el desarrollo de nuevas habilidades psicológicas. En este trabajo se pretende mostrar el proceso de elaboración interdisciplinar de unos talleres educativos sobre el buen uso de las redes sociales y su aplicación piloto en ocho centros educativos de secundaria y bachillerato. Los resultados muestran la importancia de atender este tipo contenidos sociotecnológicos en estas etapas evolutivas con el fin de cubrir ciertos déficits y dudas, sensibilizar sobre el concepto de identidad digital y hacer un uso ético, crítico y responsable de la tecnología en general, y de las redes sociales en particular.This article presents the development and implementation of educational workshops for adolescents to promote the adaptive use of the Internet and online social networks. The adaptive use of these applications serves as a protection against the risks arising from inappropriate uses of information and communication technologies. Likewise, pedagogical orientation in stages of vulnerability such as adolescence, in which there is a clear emotional, social and contextual immaturity, is essential to foster the development of new psychological skills. This paper aims to show the process of interdisciplinary elaboration of educational workshops on the adaptive use of social networks and their pilot application in eight secondary and high school education centers. The results show the importance of addressing this type of sociotechnological content in these developmental stages in order to address certain deficits and doubts, and raising awareness of the concept of digital identity in order to make ethical, critical and responsible use of technology in general and of social networks in particular

Self-Perception and Demands of Kindergarten and Primary Teachers on Interactive Whiteboard Training

El artículo que presentamos está basado en un estudio realizado con el objetivo de conocer y describir la autopercepción del profesorado de infantil y primaria sobre su formación y sus demandas formativas en relación a la PDI en el contexto catalán. Para ello se ha administrado un cuestionario online y se han realizado diversos focus group. Los resultados muestran que la percepción de los profesores en cuanto a su formación es que ésta no responde a sus demandas formativas, destacando una necesidad mayor de formación didáctica que tecnológica y de formación maestro-maestro, más que técnico-maestro.This paper is based on a study aimed at knowing and describing the self-perception of kindergarten and elementary school teacher about theirtraining and their training needs in relation to the interactive whiteboard (IW) in the Catalan context. To that effect, an online survey has been administered and several focus groups have been developed. The results show that the perception of the teachers in relation with their training is that it does not meet their training needs, highlighting a greater need for didactical training rather than technological and teacher-teacher training rather than technician-teacher

Tejiendo los hilos del éxito escolar. Hacia un modelo interconectado para impulsar el éxito de nuestros estudiantes

El éxito escolar es en la actualidad una prioridad para la inclusión social y el bienestar de las personas de toda la Unión Europea. En este sentido, España afronta un reto crucial con unas altas tasas de fracaso escolar en un contexto socioeconómico caracterizado por un alto desempleo y la escasez de recursos públicos. El estudio de los condicionantes del éxito escolar supone un avance para prevenir dicho fracaso desde la globalidad de nuestro sistema educativo. El presente artículo plantea una revisión exhaustiva de la literatura sobre el éxito escolar especialmente en España en los últimos quince años. El trabajo compara la relación de los condicionantes de éxito escolar que fundamentan el modelo PISA con los presentados por la literatura especializada, con el objetivo de discutir algunas de las limitaciones presentadas por el modelo PISA. Los resultados muestran que para abordar el éxito escolar de un modo efectivo es necesario plantear un enfoque más amplio y global, incluyendo factores comunitarios como condicionantes más allá de los individuales, familiares y escolares; así como una mirada a la relación entre dichos factores, destacando algunos indicadores transversales como las redes de colaboración entre actores educativos y las expectativas del contexto.AbstractEducational success is a priority for the inclusion and well-being of people across the European Union. In this sense, Spain is facing crucial challenges with high rates of school failure in a socioeconomic context characterized by high unemployment and limited public resources. The study of the comprehensive conditions of educational success is a step forward to prevent the failure of our education system. This article presents an extensive review of the literature on educational success especially in Spain over the last fifteen years. The study compares the ratio of the conditions of educational success that underpin the PISA model, with those presented by the literature, in order to discuss some of the limitations presented by the PISA model. The results show that to effectively address educational success is necessary to consider a broader and more comprehensive approach, including community factors as conditions beyond the individual, family and school; as well as a look at the relationship between these conditions and factors, highlighting some indicators such as crosseducational collaboration between actors and context expectations

Potentials and Limitations of Interactive Whiteboards. A Critical Literature Review

Este artículo analiza las potencialidades y limitaciones de la PDI, focalizando en las siguientes categorías de investigación: (1)contexto, (2)formación, (3)método y (4)uso de la PDI por parte del profesorado, (5)características de la PDI, (6)rendimiento y (7)motivación del alumnado. Los resultados sugieren como grandes potencialidades su naturaleza kinestésica junto con la convergencia de elementos multimedia y un entorno de conectividad. Por otro lado, una formación integral del profesorado y un contexto facilitador son esenciales para evitar su uso disruptivo. Es necesaria más investigación empírica que aporte datos rigurosos sobre rendimiento académico y el uso de la PDI.This paper reviews the scientific literature concerning the potentials and limitations of interactive whiteboards (IWB), focusing on the following research categories: (1)context, (2)teacher training, (3)teachers' usage of IWB, (4)method, (5)IWB characteristics, (6)performance and (7)students' motivation. The results suggest that the convergence of multimedia elements along with a connectivity environment and its kinesthetic nature are great potentials of this tool. However, integral teachers' training and context support are key elements to avoid a disruptive usage. Further empirical research on the integration of IWB in the classroom and academic performance is needed

Subcutaneous anti-COVID-19 hyperimmune immunoglobulin for prevention of disease in asymptomatic individuals with SARS-CoV-2 infection: a double-blind, placebo-controlled, randomised clinical trialResearch in context

Summary: Background: Anti-COVID-19 hyperimmune immunoglobulin (hIG) can provide standardized and controlled antibody content. Data from controlled clinical trials using hIG for the prevention or treatment of COVID-19 outpatients have not been reported. We assessed the safety and efficacy of subcutaneous anti-COVID-19 hyperimmune immunoglobulin 20% (C19-IG20%) compared to placebo in preventing development of symptomatic COVID-19 in asymptomatic individuals with SARS-CoV-2 infection. Methods: We did a multicentre, randomized, double-blind, placebo-controlled trial, in asymptomatic unvaccinated adults (≥18 years of age) with confirmed SARS-CoV-2 infection within 5 days between April 28 and December 27, 2021. Participants were randomly assigned (1:1:1) to receive a blinded subcutaneous infusion of 10 mL with 1 g or 2 g of C19-IG20%, or an equivalent volume of saline as placebo. The primary endpoint was the proportion of participants who remained asymptomatic through day 14 after infusion. Secondary endpoints included the proportion of individuals who required oxygen supplementation, any medically attended visit, hospitalisation, or ICU, and viral load reduction and viral clearance in nasopharyngeal swabs. Safety was assessed as the proportion of patients with adverse events. The trial was terminated early due to a lack of potential benefit in the target population in a planned interim analysis conducted in December 2021. ClinicalTrials.gov registry: NCT04847141. Findings: 461 individuals (mean age 39.6 years [SD 12.8]) were randomized and received the intervention within a mean of 3.1 (SD 1.27) days from a positive SARS-CoV-2 test. In the prespecified modified intention-to-treat analysis that included only participants who received a subcutaneous infusion, the primary outcome occurred in 59.9% (91/152) of participants receiving 1 g C19-IG20%, 64.7% (99/153) receiving 2 g, and 63.5% (99/156) receiving placebo (difference in proportions 1 g C19-IG20% vs. placebo, −3.6%; 95% CI -14.6% to 7.3%, p = 0.53; 2 g C19-IG20% vs placebo, 1.1%; −9.6% to 11.9%, p = 0.85). None of the secondary clinical efficacy endpoints or virological endpoints were significantly different between study groups. Adverse event rate was similar between groups, and no severe or life-threatening adverse events related to investigational product infusion were reported. Interpretation: Our findings suggested that administration of subcutaneous human hyperimmune immunoglobulin C19-IG20% to asymptomatic individuals with SARS-CoV-2 infection was safe but did not prevent development of symptomatic COVID-19. Funding: Grifols