The aim of this study has been to analyze the relationship between psychological variables and school performance in preschool children. A collection of cognitive and behavioural variables were selected, that according to the most current bibliography are related to student learning, with the goal of identifying the factors that appear to influence educational performance in childhood. The final goal would be to try to prevent future performance problems by means of identifying early these variables in the children that present low performance. The sample is composed of 47 children: 23 children with high performance and 24 with low performance. The instruments used were the Kauffman Brief Intelligence Test, the EHPAP (Spanish version of ACFS de Lidz y Jepsen, 2003) and a questionnaire about metacognition. The results showed significant differences between both groups in the profile of skills, in behavioral variables, and in the use of metacognitive strategies. However, both groups present a similar learning potential. ResumenEl objetivo ha sido analizar la relación entre variables psicológicas y rendimiento escolar en niños preescolares. Se ha seleccionado un conjunto de variables cognitivas y conductuales, que según la bibliografía más actualizada se relacionan con el aprendizaje escolar, con el fin de identificar los factores que parecen influir en el rendimiento educativo en la etapa infantil. La meta final sería intentar prevenir problemas de rendimiento futuros mediante la identificación temprana de estas variables en los niños que parecen presentar bajo rendimiento. La muestra ha estado compuesta por 47 niños: 23 con alto rendimiento y 24 con bajo rendimiento. Se han utilizado medidas de inteligencia (K-BIT), potencial de aprendizaje (EHPAP) y metacognición. Los resultados muestran que los grupos difieren en el perfil de habilidades, en variables conductuales y en la utilización de estrategias metacognitivas. Sin embargo, todos presentan un potencial de aprendizaje similar.

The aim of this study is to determine the factors that significantly influence the acceptance and intent to use smartphones and tables as resources for learning in university contexts, as well as the relationships established between them. For their analysis, we followed a contextualized model of evaluation starting with the methodological framework of the Unified Theory of Acceptance and Use of Technology (UTAUT), proposed by Venkatesh and collaborators (2003). For this, a data collection instrument was designed, validated to our context and optimized for mobile learning and the education community. A total of 370 university students participated in the study. From the statistical analysis conducted, it was shown that the instrument constructed had a notable internal consistency, showing a high validity for collecting information in relation to five of the eight factors of which it was composed, although it should be revised in relation to the other three. Also, through the data collected, a high pre-disposition was observed for the use of mobile devices for learning, with a direct effect on the constructs validated, as well as the socio-demographic variables (age, gender, degree year and field of knowledge) that could be considered moderating variables of this pre-disposition. Although these results could be put into context in future studies, it can be concluded that the instrument design can be a good indicator of the pre-disposition towards the use of mobile learning strategies.

ResumenEl eje vertebrador de este estudio es el análisis de la implementación de una metodología docente combinada (presencial y virtual o blended learning) de forma equilibrada e integrada en la formación del profesorado y la importancia del liderazgo para planificar, atender y coordinar este proceso. Comenzamos realizando una revisión sistemática de la literatura de investigación de los últimos quince años (2002 al 2017) en la base de datos principal de Web of Science (WOS) considerada la plataforma de mayor prestigio entre la comunidad científica, identificándose 190 estudios relacionados con los tópicos: Blended learning, desarrollo profesional docente y liderazgo educativo. De ellos se seleccionaron aquellos que se adscriben a la categoría investigación educativa (education educational research), localizándose 163 documentos, de los cuales, 75 son artículos. Por último, se afinó la búsqueda excluyendo aquellos artículos que se relacionaban con otras áreas de investigación, ya que nuestro centro de interés era el desarrollo profesional del docente, encontrando un total de 35 títulos que cumplían todos los criterios preliminares. La muestra resultante fue de 24 artículos que reunían todas las características que nos habíamos planteado. Los resultados reflejan que el blended learning es valorado como un modelo de formación que permite la adquisición de competencias, puede favorecer el desarrollo profesional, fomentar el trabajo colaborativo, aumentar las destrezas técnicas y didácticas del profesorado hacia la tecnología, promover experiencias interdisciplinares, compartir innovaciones, etc., entre otras posibilidades.Palabras clave: desarrollo profesional; blended learning; competencias; liderazgo; formación. AbstractThe central theme of this study is the analysis of a balanced integrated teaching methodology (face-to-face and virtual, as blended learning) and the extent of its implementation in teacher training, as well as the importance of leadership in planning, supervising and coordinating this process. We began with a systematic review of the literature of the last 15 years (2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)

This study reviews published scientific literature on the use of tangible technologies in childhood education, in order to (a) identify the what tangible technologies have been used, (b) recognize the educational purposes and uses these technologies of, and (c) present a synthesis of the available empirical evidence on its educational effectiveness. After systematically searching in WoS, 288 relevant articles were located and analyzed using the Science Mapping Analysis Software Tool from 1968 to 2018. Then, 29 relevant papers of the last five years were included in the review study. For each article, we analyze the purpose of the study, the type of tangible technology used, the research method applied, the sample characteristics and the main results observed. The articles reviewed suggest that the main tangible technology used in childhood education is the tablet and literacy (basic and emergent) is the area most studied with promising results.

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