Intrinsic motivation is important and it can be divided in different dimensions. The Self-Determination Theory is based on intrinsic motivation. The test based on this theory was given to 14-year old students from three different schools: one where students used tablets in the science class during the 2015-16 school year, and two schools where students used textbooks and workbooks for the same subject in the classroom and at home. The test measured three dimensions of intrinsic motivation: interest and satisfaction in connection with the tasks they perform, how they perceive their competence to use the necessary tools to study and the value of the tasks they perform. The results show that students using tablets are more motivated in the three dimensions measured by the test than those using the textbook.

Effective land use management in lesser developed countries is problematic due to a variety of factors including inexperience and turnover of decision makers, lack of communication among experts in functional areas, and scattered or missing data needed by managers to make informed decisions. This paper describes a “first step” approach toward the solution of these problems that was implemented in the Dominican Republic. The paper introduces a framework used to organize and facilitate the sharing of data needed for land use decision across multiple disciplines. The framework provided the basis for the development of a prototype agricultural geographic decision support system for use in the Dominican Republic. This system is unique in that it combines concepts from semantic data modeling and database design, geographic information systems, and knowledge‐based systems.

Background:This project updated and improved the Promoting Active Communities Program (PAC), a Web-based assessment that enables communities to scrutinize their programs, policies, and environments related to physical activity, generating ideas and community commitment for improvements.Methods:A literature review, focus groups, and expert review guided PAC improvements.Results:Over 150 articles and audit measures in the fields of transportation, public health, and urban planning were reviewed. Indicators were identified, categorized, and evaluated for use in the PAC. Focus-group participants communicated motivations, processes, and obstacles for completing the PAC and developing an action plan. Participants requested technical information to guide them in achieving active-living environments.Conclusions:Information gathered was used to improve the PAC Web site. A technical assistance document, Design Guidelines for Active Michigan Communities, was created to aid communities in creating active-living environments. The new PAC and Design Guidelines are available for public use at www.mihealthtools.org/communities.

Motivation is a key element of daily life. At present, ICTs are considered to be highly motivating elements that are of great importance in all sectors of the society. The objective of this research study is to measure and assess the intrinsic motivation level of university students aiming to become Elementary School teachers regarding the use of digital platforms in their math classes. Using the Self-Determination Theory and the Intrinsic Motivation Theory, these students were given a test with 20 questions based on the Intrinsic Motivation Inventory. The results support the conclusion that all participants had a high level of intrinsic motivation, which was highest in students with no previous experience in the use of said resources. It is important to improve, through motivation, the knowledge and skills of future teachers regarding the use of ICTs to enable them to awaken their students’ interest in mathematics and facilitate their learning process.   Keywords: Intrinsic motivation, ICTs, digital platforms, math classes, school teachers.

Improving the digital competences of teachers, students, and schools contributes to achieving Sustainable Development Goal 4 of the 2030 Agenda. That goal consists in enhancing the quality of education and offering learning opportunities. The knowledge of digital resources that teachers had and used during the COVID-19 confinement has contributed to the current awareness of the need to improve teachers’ digital competence. The main objective of this paper is to analyse the digital resources that teachers participating in this research used the most in Spain between March and June 2020 due to the lockdown experienced in that country. A validated questionnaire, which was administered online in schools and high schools of the Community of Madrid, was answered by 97 teachers who were able to teach from home. The results reveal their assessment of the technological resources they used. In their opinion, the most useful were digital platforms, online classes, and videos, whereas the least useful were online tests and forums. Their answers also show that the training they received was mainly through Internet tutorials and consultations with colleagues. In order to ensure quality education, it is important to improve teachers’ digital competence as a part of their training.