Information and communication technology is very important both for teacher training and for delivering quality education. Therefore, university graduates must have a level of qualification in digital competencies suitable for their entry into the world of work. The research analyzes various aspects related to the use of technological resources by graduate students who were currently studying for a university master’s degree in compulsory secondary education, and the relationship between their use based on gender and/or age. A descriptive cross-sectional survey is carried out. We use an ad hoc questionnaire that shows acceptable reliability. The results show that graduate students make traditional use of ICT—both for searching for information and using digital resources for teaching. Moreover, differences were found based on gender and age regarding participants’ perception of their digital competence.

The circumstances arising from the exceptional situation caused by the COVID-19 pandemic have affected all socioeconomic areas in the last two years. The field of Education has not been an exception, and the management of the situation seems to have caused an increase in the level of perceived stress of university students. On this basis, this research that aims, first, to analyze the student’s level of perceived stress during the de-escalation and return to normality period, secondly, to evaluate its relationship with life satisfaction and, finally, to detect the students’ needs in stress management, has been developed. An exploratory-descriptive study of quantitative and cross-sectional nature has been carried out. A total of 222 university students of the Childhood and Primary Education Degrees of the University of Jaén (Spain) have participated. The instruments, Perceived Stress Scale (PSS) and Satisfaction with Life Scale (SWLS) have been used. The results show a moderate and partial relationship among the dimensions of the used instruments. The obtained coefficients of determination are, Academic Performance (r² = 0.019) and Life Satisfaction (r² = 0.402), with a mean square error (SRMR) of 0.079. These findings show the need to develop actions within the university training program in effective stress management strategies.

This work is part of a broader investigation whose main objective is to determine the domain and preferences of the students of the Childhood Education Degree of the University of Jaén regarding digital competence. The research was focused on the “use of digital resources” dimension and was developed under a quantitative and descriptive methodology, of basic type and non-experimental cross-sectional design. We worked with a sample of 135 students from the four courses of the Childhood Education Degree of the University of Jaén, who answered a developed questionnaire voluntarily and anonymously. Data collection was carried out using a virtual questionnaire on the Google Form platform. In addition, the measurement instrument was considered valid and reliable, having obtained a Cronbach’s alpha coefficient (α) of 0.925 and a Kaiser–Meyer–Olkin sampling adequacy index (KMO) of 7.741. The results show that there are no significant differences based on the independent variables studied among most of the analyzed items. The use of ICT is beneficial for students’ participation in research.

RESUMENEste artículo muestra parte de la investigación conducente a elaborar una tesis doctoral sobre la supervisión de la acción tutorial y la orientación educativa por la Inspección de Educación de Andalucía y el uso de los medios tecnológicos previstos en el Plan de Inspección para el curso 2016/2017. La investigación se realizó con el fin de conocer en qué medida la puesta en práctica del Plan de Actuación de la Inspección Educativa está contribuyendo a la mejora de la acción tutorial y la orientación educativa y profesional, así como cuál es el grado de inclusión de los recursos TIC en las actuaciones. Para ello se diseñó un cuestionario "ad hoc" compuesto de veintisiete ítems, dividido en tres dimensiones, el cual fue cumplimentado por 98 miembros del Servicio de Inspección en las diferentes provincias que componen la comunidad autónoma. Los resultados obtenidos nos permiten conocer que la herramienta más usada es la plataforma Séneca, seguida por la plataforma Inspectio, así como un uso minoritario de la videoconferencia. A su vez, del análisis de los resultados se constata un nivel bajo de asesoramiento o supervisión sobre la integración de las TIC en relación con todos los agentes implicados en la acción tutorial (profesorado, orientadores de los IES y Servicios de Orientación Educativa). PALABRAS CLAVEInspección de Educación; Plataformas Educativas; Tecnologías de la Información y la comunicación; Trabajo en red; Trabajo colaborativo. ABSTRACTThis article is part of an ongoing research leading to a PhD thesis on the supervision of the educational guidance and counseling carried out by the Educational Inspection of Andalusia and whether ICTs resources are actually employed as prescribed in the Inspection Plan for the academic year 2016/2017. Research was carried out in order to assess the degree in which the actual practice of the Action Plan for the Educational Inspection is aiding to improve both educational and professional counselling and guidance; as well as attesting to the level of inclusion of ICT resources into each one of the different actions the Plan comprises. To this end, a specially made questionnaire was designed, composed of twenty-seven items split into three dimensions, being completed by ninety-eight members of the Inspection Services in each one of the provinces of the Andalusian autonomous community. The results point at the Seneca platform as the most widely used resource, followed by the Inspectio platform, as well as a minoritary use of video-conferencing. Also, results analysis makes clear the lack of advice about or supervision over ICT integration for those agents involved in counselling and guidance of students (teachers, school consellors and Educational Guidance Services).

Resumen El objetivo de la investigación es conocer la valoración que los inspectores de educación tienen sobre su labor en la mejora de los logros escolares del alumnado, a través de la puesta en práctica del plan de inspección, y, de manera más específica, comprobar si existen diferencias en función de determinadas variables personales. La inspección escolar es utilizada en la mayoría de los sistemas educativos europeos como un importante instrumento para el control y promoción de la calidad de las escuelas; no obstante, una revisión pormenorizada de la literatura en relación con la realidad educativa nos evidencia que no son muy frecuentes las investigaciones al respecto. Este artículo pretende aportar información al vacío existente en la investigación educativa en cuanto al estudio de la contribución de la inspección educativa como garante de la calidad y equidad del sistema. Para ello elaboramos un cuestionario (alpha de Cronbach = ,886) conformado por 27 ítems. El artículo se centra en el primer factor: atención a los miembros de la comunidad educativa. El cuestionario fue cumplimentado por 98 inspectores de las ocho provincias que conforman la Comunidad Autónoma de Andalucía (España). Los resultados constatan que su labor debe centrarse en la atención directa con entrevistas a los miembros de la comunidad educativa. Además, muestran su labor menos efectiva cuando realizan actuaciones relacionadas con el seguimiento de la incidentalidad y los informes homologados.