University students experience stress, and how they cope with this stress affects their academic achievement. This study examined stress in teacher education students and had three objectives: to describe different degrees of stress and coping styles; to study the relationship between stress, coping strategies and academic achievement; and to examine whether increased age can moderate the effects of stress on academic achievement in 334 university-students. There were three main findings: many students experienced stress and used avoidance coping strategies; the students who were under less stress and engaged less in cognitive avoidance and more in problem-focused coping were also the students who made more academic achievement; and students under more stress performed worse, but with age stress affected performance less. In teacher education students, it is important to recognize and address the harmful effects of stress on well-being and academic achievement, to avoid long-term problems in professional and personal life.

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La Educación Musical se caracteriza por una transformación constante en la cual muchos docentes se han sumado a las diferentes propuestas que ofrece la tecnología digital en el proceso de enseñanza-aprendizaje y el acercamiento a nuevas posibilidades y nuevo alumnado, respondiendo además a las necesidades de éste. El presente trabajo realiza una revisión descriptiva de la literatura científica más relevante de los últimos diez años centrada en el uso de la Tecnología Educativa. Dicha revisión, es esencial ya que se trata de una línea educativa en constante evolución y cambio debido a los avances de a la tecnología digital. Los resultados muestran cómo todos los ciclos educativos han sido investigados. Así pues, en el caso de Educación Infantil se detecta el diseño de software específico; en Primaria se ha observado que el alumnado con ciertos conocimientos previos de música ha desarrollado significativamente sus competencias; en Secundaria se muestra una transversalidad de aprendizajes a pesar de que se detecta cierto uso para reforzar contenidos tradicionales desaprovechando las nuevas posibilidades, también se refleja el uso que el docente hace de las tecnologías de la información y la comunicación (TIC) en su formación continua; en Educación Superior destaca la docencia online como nuevo modelo de negocio educativo y un intento constante de incluir las experiencias de fuera del aula dentro de ésta; en las enseñanzas habilitantes llama la atención el uso del portafolios como herramienta evaluativa, formativa y una superación de la unidireccionalidad de las primeras propuestas; y, por último, en los ámbitos educativos con necesidades especiales se hace un mayor hincapié en el desarrollo de competencias interpersonales e intrapersonales.

Many recent proposals in music education relate to digital technologies. Technology can act as a mediator in the teaching-learning processes. Educators’ digital competence comprises the knowledge and skills in both instrumental and didactic use and methodological use that each teacher possesses. This work focuses on music education teachers at Spanish universities. It examines their knowledge of different digital resources, use of them to prepare classes, use of them in class and teaching of them, as well as considering how they learned to use these resources and any problems they encounter while teaching them. For this purpose, an ad hoc questionnaire was administered to a total of 93 teachers from 45 different universities. The results show superficial knowledge of technologies, limited use in class preparation, minimal use in class and almost non-existent teaching. They also reflect teaching staff who are largely self-taught and who complain of the limited resources available in the classroom.

The situation caused by SARS-CoV-2 has resulted in the intensive use of technology in all fields, including education and interactions between students. This research seeks to identify changes in the way social media have been used for educational purposes by students of teaching degrees both before and after lockdown. Based on an online survey administered to a sample of 424 students from different Spanish universities in which it has been observed how their use has generally been very similar, although significant differences have been detected according to the kind of university. In this capacity, the use of social media for academic purposes has increased in universities offering traditional classroom-based courses, while it has remained the same in virtual universities which, due to their particular idiosyncrasies, have not been directly affected.