Fostering Motivation: Exploring the Impact of ICTs on the Learning of Students with Autism.

Currently, the use of digital tools has led to significant changes in the educational system, favouring equity and the inclusion of students with educational needs. In this context, students with autism spectrum disorder (ASD) benefit from using these electronic devices to improve their learning experience. This study focuses on conducting a bibliometric analysis of the impact of information and communication technologies on the learning of students with ASD, with the aim of addressing two research questions. Through the analysis of three databases (Scopus, Dialnet, and Web of Science), a total of 24 articles related to the subject were collected. The results show that the use of different technological devices has numerous benefits for these students. Among the most prominent are the use of augmented reality and educational robotics, mainly providing improvements in academic performance, motivation and improved retention of knowledge acquired in the classroom. In conclusion, the clear need to train teachers in digital competencies and to intensify efforts in this line of research in order to improve the education of students, as well as to enrich the knowledge available to the scientific community, is highlighted.

Digital teaching competencies and disability. Validation of a questionnaire design using the K coefficient to select experts.

Higher education is one of the types of education most influenced by digital technologies. This situation, in educational contexts of quality and equity, presents different advantages but, at the same time, also many challenges. One of them is the use of ICT to support students with disabilities. In this line, the main objective of this study is to evaluate an instrument to measure the level of training and knowledge of university teachers in Spain concerning the application of ICT as support for students with disabilities. For the validation of content, the technique of "expert judgement" was used, applying a process of expert selection called "Expert Competence Coefficient" or "K Coefficient". The instrument's reliability index was obtained through two statistics, Cronbach's alpha and McDonald's Omega. From the results obtained, it is confirmed that the questionnaire under study is an instrument with evidence of validity and reliability that allows us to diagnose, among university teaching staff, sub-dimensions of special relevance to find out the level of training and knowledge they have about ICT and students with disabilities.

Impact of University Teachers' Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review.

Higher education institutions moving towards the inclusive education model have to offer quality education for all students. In this sense, the use of technologies favours not only the education of people with disabilities, but also their quality of life. However, these people may encounter real problems of access to technologies due, among other factors, to the lack of teacher training, causing a public health problem. In this line, our study includes a systematic review of the literature that aims to know the impact of the technological training of university teachers in relation to educational inclusion and the improvement of the quality of life of students with disabilities. To this end, a search of the literature published in the last decade was carried out in six databases (Dialnet, Google Scholar, Scopus, Web of Science, ERIC, and SciELO), selecting 14 articles out of 1204 initial ones. The studies were analysed following the PRISMA methodology. The main findings are the scarcity of research literature on the digital competence of university teachers and its impact on the educational inclusion and quality of life of students with disabilities. Likewise, there is a clear lack of knowledge about the use of digital tools and a lack of knowledge about the different disabilities that teachers may encounter in higher education classrooms.

Access and Participation of Students with Disabilities: The Challenge for Higher Education.

Access to university is a right for all people; however, access to higher education for people with disabilities is still a challenge. The present study, based on a systematic review of the literature, aims to report on the challenges faced by students with disabilities in accessing and participating in higher education. The systematic review of four databases resulted in 20 studies published between 2011 and 2021. The results indicate that students with disabilities face numerous challenges in accessing university education. Based on the results, strategies are proposed in order to provide equal opportunities and success in higher education for students with disabilities.

Online education in higher education: emerging solutions in crisis times.

The COVID-19 pandemic caused changes in higher education institutions, mainly due to the temporary closure of face-to-face activities in universities worldwide. The transformation from face-to-face to online education was one of the emerging solutions to this crisis. This research aims to analyse and describe the adaptation process from face-to-face to online education and the perceptions of faculty and students during the pandemic in a literature review study. We developed this study following the methodology supported by the PRISMA statement and the PICoS strategy, retrieving scientific literature from Web of Science, Scopus, ERIC and PsycINFO. Of the 241 studies that the search yielded, 29 have been included. The results showed that online education was an enabling alternative for the development of higher education, but numerous weaknesses in the transition to online education were identified. The study concludes that online learning is a future direction in higher education. Therefore, institutions should invest more in online education platforms and improve faculty training plans.

Knowledge of university teachers on the use of digital resources to assist people with disabilities. The case of Spain.

The integration of Information and Communication Technologies (ICT) in the context of higher education and in the framework of an education in equality and equity requires a competent teaching staff both from a technological and pedagogical point of view. In this context, and with the aim of going deeper into one of these theoretical premises, this study aimed to identify the degree of training and technological knowledge of university teaching staff in the faculties of education in Spain with regard to the use of ICT to support people with disabilities. A cross-sectional research design with a descriptive and predictive approach was used, in which the sample consisted of 2072 university teachers. An ad-hoc questionnaire was used as a data collection instrument. The results revealed the low level of competences of teachers regarding the use of ICT with students with disabilities, where gender and age variables are not relevant to predict the level of digital competence. In this sense, the establishment of specific plans for teacher training and advice on the use of technologies that can help people with disabilities is discussed.

Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review.

Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.

Formación del Profesorado y TIC para el Alumnado Com Discapacidad: Una Revisión Sistemática / Teacher Training and ICT For Students with Disabilities: a Systematic Review

RESUMEN: La formación del profesorado es necesaria y esencial para desarrollar una educación de calidad en igualdad y equidad. En este contexto, las Tecnologías de la Información y la Comunicación (TIC) abren una nueva forma de acceder a la información y un gran puente de comunicación, ya que para algunas personas las tecnologías constituyen la única vía de acceso al mundo educativo y de la cultura. El propósito de este estudio es realizar una revisión sistemática entorno a la producción, en forma de artículos científicos, durante la última década en relación con la formación del profesorado en TIC como apoyo al alumnado con discapacidad. Se realizó una búsqueda en las bases de datos Web of Science y Scopus siguiendo las directrices de la declaración PRISMA y la estrategia PICoS. De un total de 143 artículos fueron seleccionados 22. Los principales resultados muestran un incremento creciente en el número de publicaciones, sin embargo, su impacto sigue siendo escaso. Entre las conclusiones se destaca que la escasa existencia de literatura científica es uno de los principales problemas que pueden dificultar la formación del profesorado.

ABSTRACT: Teacher training is necessary and essential to develop a quality education in equality and equity. In this context, Information and Communication Technologies (ICT) open a new way of accessing information and a great communication bridge, since for some people technologies are the only way to access the world of education and culture. The purpose of this study is to carry out a systematic review on the production, in the form of scientific articles, during the last decade in relation to the training of teachers in ICT to support students with disabilities. A search of the Web of Science and Scopus databases was performed following the guidelines of the PRISMA statement and the PICoS strategy. From a total of 143 articles, 22 were selected. The main results show an increase in the number of publications; however, their impact is still low. Among the conclusions, we highlight that the scarce existence of scientific literature is one of the main problems that can hinder teacher training.

Associations of Objectively-Assessed Smartphone Use with Physical Activity, Sedentary Behavior, Mood, and Sleep Quality in Young Adults: A Cross-Sectional Study.

This study assesses the associations of objectively-measured smartphone time with physical activity, sedentary behavior, mood, and sleep patterns among young adults by collecting real-time data of the smartphone screen-state. The sample consisted of 306 college-aged students (mean age ± SD: 20.7 ± 1.4 years; 60% males). Over seven days of time, the following variables were measured in the participants: objectively-measured smartphone use (Your Hour and Screen Time applications), objective and subjective physical activity (GoogleFit and Apple Health applications, and the International Physical Activity Questionnaire (IPAQ), respectively), the number of hours sitting (IPAQ), mood (The Profile of Mood State (POMS)), and sleep (The Pittsburgh Sleep Quality Index (PSQI)). Multiple regressions analyses showed that the number of hours sitting per day, physical activity, and the POMS Global Score significantly predicted smartphone use (adj.R2 = 0.15). Further, participants with low levels of physical activity were more likely to increase the use of smartphones (OR = 2.981). Moreover, mood state (ß = 0.185; 95% CI = 0.05, 0.32) and sleep quality (ß = 0.076; 95% CI = -0.06, 0.21) predicted smartphone use, with those reporting poor quality of sleep (PSQI index >5) being more likely to use the smartphone (OR = 2.679). In conclusion, there is an association between objectively-measured smartphone use and physical activity, sedentary behavior, mood, and sleep patterns. Those participants with low levels of physical activity, high levels of sedentary behavior, poor mood state, and poor sleep quality were more likely to spend more time using their smartphones.

The Influence of the Social Context on Motivation towards the Practice of Physical Activity and the Intention to be Physically Active.

According to WHO data, only around 20% of adolescents participate in physical activity (PA) during their free time. The social context can act as a support for adolescents to do PA, given the effect that both parents, friends and teachers have on young people's behaviour owing to the large amount of time and influence they have on them. Therefore, the aim of this study is to analyse the role of the social context on adolescents' motivation to practise PA and their intention to be physically active. This study involved the participation of students in compulsory and post-compulsory secondary education. Several statistical analyses were performed, including three confirmatory factorial analyses of the scales and a structural equations model that explains the causal relationships between the variables. The results showed how support for autonomy in the social context positively predicts autonomous motivation, whereas the psychological control of the social context negatively predicts it. Autonomous motivation positively predicted intent, attitude, behavioural control and subjective norms, and consequently, the practice of physical activity. In short, the study showed how the three validated scales have adequate goodness-of-fit indices while the structural equations model demonstrated the influence of the social context on the student's motivational processes and the adoption of active life habits.

Adoption of augmented reality technology by university students.

In recent times, Augmented Reality has gained more relevance in the field of education. This relevance has been enhanced due to its ease of use, as well as the availability of the technical devices for the students. The present study was conducted with students enrolled in the Pedagogy Degree in the Faculty of Education at the University of Seville. The objective was to understand the degree of technological acceptance of students during their interaction with the AR objects produced, the performance achieved by the students, and if their gender affected their acquisition of knowledge. For this, three data collection instruments were utilized: a multiple choice test for the analysis of the student's performance after the interaction, the Technology Acceptance Model (TAM) diagnostic instrument, created by Davis (1989), and an "ad hoc" instrument created so that the students could evaluate the class notes enriched with the AR objects created. The study has allowed us to broaden the scientific knowledge of the TAM by Davis, to understand that AR objects can be utilized in university teaching, and to know that the student's gender does not influence learning.

Competencias docentes interculturales del profesorado de educación física en Andalucía (España) / Intercultural competencies of physical education teachers in Andalusia, Spain / Competências docentes interculturais do professorado de educação física em Andaluzia (Espanha)

Resumen: El trabajo versa sobre qué otras competencias debería poseer el profesorado de Educación Física, de educación secundaria, que trabaja con alumnado inmigrante. Para dar respuesta al objetivo planteado adoptamos un diseño de investigación de tipo descriptivo, donde el enfoque de recolección y análisis de datos se ha definido como mixto, en el que se integran técnicas cualitativas (entrevistas en profundidad) y cuantitativas (cuestionario). Los resultados muestran que los docentes que trabajan con alumnado inmigrante poseen un alto nivel en la dimensión de conciencia y actitudinal, sin embargo, se ven claramente limitados en el ámbito de los conocimientos, lo que conlleva a una mayor carencia con respecto a las destrezas y habilidades. (AU)

Abstract: This work focuses on the additional competencies needed for secondary-level Physical Education teachers who work with immigrant students. We adopted a descriptive research design in which data collection and its analysis are defined as mixed, as we use both qualitative (in-depth interviews) and quantitative techniques (questionnaire). Results show that teachers who work with immigrant students have high levels in the attitudinal and awareness dimension. However, those teachers are clearly limited in the field of knowledge, therefore, lacking skills and abilities. (AU)

Resumo: O trabalho centra-se sobre quais outras competências deveria possuir o professorado de Educação Física, do ensino médio, que trabalha com alunos imigrantes. Para dar resposta ao objetivo planificado adotamos um desenho de investigação do tipo descritivo, em que o enfoque de recolha e o de análises de dados foram definidos como mistos, no qual se integram técnicas qualitativas (entrevistas em profundidade) e quantitativas (questionário). Os resultados mostram que os docentes que trabalham com estudantes imigrantes possuem um alto nível de dimensão de consciência e de atitude, porém, mostram-se claramente limitados no âmbito dos conhecimentos, o que traz consigo uma maior carência no que diz respeito às capacidades e habilidades. (AU)