This paper presents, for further discussion, a review of the scientific literature produced internationally on the use of Social Network Sites (SNS) in different levels of education and settings. A total of 62 articles published in international scientific journals with peer review have been analysed. The main objective of this paper is to discuss the most recurrent lines of research since the emergence of these tools in education. The level of education in which research is carried out is also analysed, as well as the paradigms and methods used for data collection. The analysis leads to the conclusion that most of the studies analysed have been carried out in higher education, from a quantitative paradigm, focusing on the use of SNS as educational tools. This article shows that research into SNS in education is at an early stage of development, and it demonstrates the need to widen lines of research on SNS in media education to include as yet unexplored dimensions. Corresponding author: Carlos Rodríguez-Hoyos, rodriguezhc@unican.es Australasian Journal of Educational Technology © 2015.Please cite as: Rodríguez-Hoyos, C., Haya, I., Fernández-Díaz, E. (2015). Research on SNS and education: The state of the art and its challenges.

Accessible summary This article presents part of the research project we carried out on the importance of social relationships and loneliness in young people with and without intellectual disabilities. We interviewed 23 young people during our research which was developed over more than a year and a half. Social relationships are important for young people both with and without learning disabilities. A person may want or need to be alone, but nobody wants to feel lonely. We wrote this article collaboratively. People with a intellectual disabilities do not often contribute to written papers. Abstract This article presents the results of a project carried out by a group of researchers with and without intellectual disabilities on the importance of social relationships and loneliness. We wanted to find out about the experience of loneliness in young people with and without intellectual disabilities and know whether this was an important issue for them too. We interviewed a total of 23 young people during our research which was developed over more than a year and a half. This article has been organised into three parts. In the first part, the two academic researchers outline the concept of inclusive research highlighting the value of recognising and making the experiences of people with intellectual disabilities visible. Following this, the four authors describe how the research group was formed and the methodological decisions that were made. Finally, we report the results of the research and the main conclusions. The young people with and without disabilities we interviewed told us that nobody wants to feel lonely. We believe that it is important for other researchers at the university to recognise our work and be encouraged to implement inclusive research processes.

En este artículo presentamos los principales resultados de una investigación en proceso dirigida a comprender la visión que los estudiantes de los primeros cursos de Grado tienen sobre la tutoría en la universidad. De forma más concreta, este trabajo se centra en el análisis de la tutoría académica. Para ello se ha utilizado un diseño cualitativo de investigación y se ha seleccionado una muestra de estudiantes cuyas titulaciones abarcan las cinco áreas de conocimiento en las que se organizan sus estudios. Los resultados obtenidos permiten identificar algunos problemas en el desarrollo de la tutoría académica, como las debilidades que presenta la orientación académica en la transición de los jóvenes a la universidad, la necesidad de integrarla en el espacio del aula o su utilización para mejorar la evaluación de la docencia. La tutoría académica se presenta como un instrumento que podría facilitar la mejora e innovación de los procesos de educación superior. El trabajo se ha desarrollado en la Universidad de Cantabria durante los cursos académicos 2011-12 y 2012-13.

This article describes a case study that is part of a broader research project in which schools set up processes of school improvement inspired by the proposals put forward by students. The project furthers the initiatives of the student voice movement and seeks to implement more participative pedagogical models. This as a whole represents a novel opportunity in the context of Spanish schools. Specifically, in the text we describe an experience in which students work as researchers (SAR) and in which we describe and discuss this process carried out in a primary school through ethnographic tools. The findings allow us to discover in this experience a learning opportunity for the members of the school community and for the school itself. Likewise, the research permits us to verify the existence of certain changes in the preexisting practice architectures that affect the cultural-discursive dimension, the material-economic dimension and the social-political dimension of schools.

RESUMENEl artículo presenta una investigación desarrollada en la Universidad de Cantabria durante los cursos 2011-12 y 2012-13 centrada en conocer las opiniones y vivencias de los estudiantes de los cursos iniciales de Grado sobre su experiencia en la universidad. Los primeros resultados permiten analizar la dimensión personal de la tutoría con el objetivo último de proponer mejoras en las actividades desarrolladas desde diferentes personas e instituciones (profesorado, centros, vicerrectorados, etc.). La metodología utilizada es de corte cualitativo, utilizando para la recogida de datos las técnicas de la entrevista y el grupo de discusión. La muestra está conformada por 13 alumnos que se encuentran cursando alguna titulación en nuestra universidad y que cubren el total de las 5 áreas de conocimiento en las que se organizan dichas titulaciones. Los datos recogidos han sido analizados a partir de un conjunto de códigos temáticos mediante un proceso de codificación. Los resultados obtenidos permiten señalar la importancia de la dimensión personal de la tutoría como un espacio inevitablemente unido a lo académico y profesional,

This paper is a result of the development of the R+D Project ‘Schools that are moving towards inclusive education: working with the local community, the student voice and educational support for promoting change’ in conjunction with the Innovation Project ‘Building Bridges. An Educational Innovation Project in the European Higher Education Area’ which has been developed in the University of Cantabria (Spain). The main objective of this project is to put into practice teaching methodology which reflects the inclusive principle of collaboration, with the aim of widening student participation as agents in the development of the curriculum (Seale, ). The initiative is being developed over two academic years 2013/14 and 2014/15 in two subjects in Primary Education teacher training. One hundred and eighty‐six students together with their teachers are taking part in the project. The project has been organised in two phases. In the first phase, students from the two participating groups chose different materials and resources for teaching three major topics in schools: collaboration, the feeling of belonging and respect for differences. In the second phase, some of the students from both subjects, together with their University teachers, established a Resource Guide which could be considered as one of the main results of this project. Furthermore, the latter required sustained commitment over time (8 months). Similarly other collaborative values, which will be discussed in further detail, can be found in this work. These are: the connection between training and the real needs of schools (Zeichner, ), the projection of work carried out towards the future given that this will be shared with students from subsequent courses or the proposal of collaboration with the material and tangible objective of practical use aimed at inclusive education. Lastly, the project has been evaluated by the participants based on in‐depth interviews. In this summary, it can be seen that students have emphasised the value of this project as a way of enabling them to experience new teaching methodologies which promote a realistic connection between what is studied in the classroom with actual practice in schools.

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Necesidades afectivo-sexuales en personas con discapacidad intelectual. Claves para construir propuestas formativas desde la experiencia subjetiva", Revista Española de Discapacidad, 3 (2): 41-54.