En la actualidad existe un interés especial sobre la calidad del Espacio Europeo de Educación Superior y los factores implicados en ella. De ahí que es importante no dejar pasar por alto qué piensan los estudiantes sobre cómo la universidad gestiona la orientación y asesoramiento educativo, la empleabilidad, el emprendimiento, el desarrollo de competencias, el uso de las TIC y la internacionalización como factores claves de la calidad universitaria. Al mismo tiempo es de interés conocer cómo el profesorado logra la excelencia en sus aulas, es decir ¿Qué hace a un gran profesor ser genial? Estas son algunas de las cuestiones a las que se trata de dar respuesta en este trabajo de investigación. Además también se aportan ejemplos de buenas prácticas que se están implantando en algunas universidades europeas y que van en busca de un sistema de la excelencia.

RESUMENEsta investigación tiene como objetivo analizar los factores que tienen mayor incidencia en la dinamización tecnológica de los centros innovadores seleccionados en las cuatro comunidades autonómicas participantes del estudio y si existen diferencias entre ellas. Los datos se han recogido en una muestra de 49 centros, a través de una escala elaborada para tal objetivo y que se ha dirigido a los coordinadores TIC y al equipo directivo de los centros seleccionados. Una vez que se ha comprobado que la escala es válida y fiable se han realizado análisis descriptivos básicos y se ha aplicado la técnica de análisis ANOVA. Aunque no se encontraron diferencias significativas entre las comunidades estudiadas, este estudio ha proporcionado datos cuantitativos muy interesantes sobre las acciones que el coordinador TIC pone en práctica. Además, también son discutidas las implicaciones que el liderazgo tiene en el rol que el coordinador TIC juega en la escuela.Palabras clave: tecnología educativa, escuelas innovadoras, integración tecnológica, director de centro.ABSTRACT The main aim of this research is to analyze factors with the greatest impact on the technological dynamism in certain schools. As well, the differences between Autonomous Communities are going to be researched through the ANOVA technique. To determine the sample, a selection process was devised to provide the most useful data, which was collected in a sample of 49 schools through a scale elaborated and directed to ICT coordinators and managers from the schools selected. After proving the scale, a validity and reliability test was performed to examine the internal consistency, means and standard deviations were calculated and the ANOVA technique was applied. Although significant differences were not found between Autonomous Communities, this study has provided a quantitative measure of actions that ICT coordinators assumed in practice. The implications of leadership in the role of ICT coordinators in schools were also discussed.

This paper presents the novel app MILAGE Learn+ Launcher for smartphones and tablets where students can solve mathematical problems outside the classroom or at home and increase the time they spend learning and practicing mathematics. This app is a tool for learning mathematics that provides a set of problems organized according to the curriculum. It was designed for upper secondary schools but it can be used for other levels and subjects too. This tool is innovative in the introduction of self and peer evaluation for students of secondary schools in a gamification process of solving problems. With this app students solve mathematical problems and they have immediate feedback that is used for self-evaluation. After solving the problem and doing the self-evaluation the student can choose to watch a concise or detailed video to study the problem resolution. The concise video shows the steps need to solve the problem. The detailed video shows in more detail, including background information that may help low achiever students understand the resolution of that problem. In this way, the student can watch the video as many times as those needed to learn how to solve that problem. This is a step for the inclusion of low achiever students in the process of learning mathematics. This app also provides three levels of problems: beginners, intermediate and advanced to accommodate the low achievers and also motivate top performers students to use the app. The student can also at anytime evaluate his peers. In this way, the student can also study again problems of a certain topic when he is evaluating the resolution of a problem solved by another student. In this way, the teacher can also check the self and peer evaluation of his students and has feedback about students' achievements.

No abstract

This systematic literature review aimed to discover how the concept of digital teaching competence (DTC) has been developed, how its dimensions have been defined, and how educational development models and models that evaluate teachers’ digital teaching competence have been constructed. Concurrently, this review aimed to draw conclusions on the implementation processes of digital teaching competence in order to uncover its strengths and limitations, and to propose future lines of research to develop it further in initial teacher training programmes. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology was proposed in order to achieve these aims. We chose the time frame of 2015 to the end of 2021 in an attempt to cover the appearance of the first scientific articles dealing with the subject, up until the present day. Thus, the inclusion criteria covered scientific research articles from the Web of Science (WoS) and Scopus databases, in English or Spanish, that focused on samples of teachers in primary education, secondary education, baccalaureates, and initial teacher training. The database searches, which will be detailed in depth later, initially provided a corpus of 127 articles, which was reduced to 26 articles after screening for duplicity and applying the inclusion criteria.