The rise of so-called emerging technologies is broadening the way in which students access information and in turn changing the way in which they can interact and the experiences to which they are exposed. Mobile devices are regarded as flexible tools that facilitate access to information in different formats and in any environment. For its part, Augmented Reality is a technique that, through mobile tools, can enhance the globalization of content and access to contextual information in various ways. Together, the globalization of mobile devices and Augmented Reality contribute to an inclusive, equitable, and quality education, as mentioned by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in goal four on Sustainable Development (Sustainable Development Goals 4 (SDG 4)). This article analyses the binomial Augmented Reality-mobile devices, and takes a conceptual approach to these technological environments, both the technique and the tool, in the context of quality education. To assess the potential of Augmented Reality-mobile devices as a methodological learning resource, a learning unit of Secondary Education is presented in the field of Technology, enriched with different materials related with Augmented Reality.

Spatial intelligence is an essential skill for understanding and solving real-world problems. These visuospatial skills are fundamental in the learning of different Science, Technology, Engineering and Mathematics (STEM) subjects, such as Technical Drawing, Physics, Robotics, etc., in order to build mental models of objects or graphic representations from algebraic expressions, two-dimensional designs, or oral descriptions. It must be taken into account that spatial intelligence is not an innate skill but a dynamic skill, which can be enhanced by interacting with real and/or virtual objects. This ability can be enhanced by applying new technologies such as augmented reality, capable of illustrating mathematical procedures through images and graphics, which help students considerably to visualize, understand, and master concepts related to mathematical functions. The aim of this study is to find out whether the integration of the Geogebra AR (Augmented Reality) within a contextualized methodological environment affects the academic performance and spatial skills of fourth year compulsory secondary education mathematics students.

The results of this study show that carotid IMT measurement using THI sonography and a standardized protocol is accurate and reproducible.

Most purification systems work correctly from the point of view of water quality; purification, like any industrial process, must also be carried out efficiently with a minimization of costs. The overall project examined the potential benefits of using a recommended methodology for process evaluation and energy optimization in the aeration stage of activated sludge in the biological reactor at wastewater treatment plants (WWTP), which accounts for more than 44% of total operating costs. This energy control methodology encompasses the process, the installation and the control system. These three phases are examined in separate articles to make it easier to guide the user in the arduous task of optimizing energy efficiency of the WWTP from start to finish. This article focuses on Phase I of the methodology, the stage in charge of selecting the correct variables to control the best process conditions in the activated sludge system of the WWTP. Operating conditions that are a function of the recommended sludge age are influenced by exogenous factors such as temperature. The implementation of a real-time control system of the selected process variables, adapted to the needs, achieves reductions in the overall energy consumption of the installation, in this phase alone, of more than 15%, by reducing the oxygen requirements of the system and the recirculation ratios.

En el presente estudio se muestra una experiencia de innovación educativa llevada a cabo con alumnado de bajo rendimiento de tercer curso de Educación Secundaria Obligatoria, en la materia de Tecnologías. Centrando el eje del estudio entorno a una unidad didáctica vinculada a la expresión gráfica, con el fin de mejorar su grado de habilidad espacial. En el desarrollo de esta experiencia ha sido seleccionado como muestra de estudio el grupo de tercer curso, que presenta a nivel general mayor dificultad para asimilar este tipo de conocimientos. Se describe de manera detallada como se ha innovado trabajando contenidos vinculados a la expresión gráfica: las perspectivas de los objetos; a través de herramientas de realidad aumentada. Para ello, se ha recurrido a una estrategia innovadora de enseñanza-aprendizaje centrada en el empleo de herramientas TIC, entre las que las que destaca la utilización de teléfonos inteligentes por parte del alumnado. Presentamos la descripción detallada de la experiencia, así como los principales resultados observados tras su realización. Entendemos que inciden en la necesidad de introducir la realidad aumentada en el proceso de enseñanza-aprendizaje, como una estrategia educativa innovadora apoyada en el uso de los smartphones.