Digital technologies are currently one of the most used resources among students for developing their personalized learning environment. However, recent studies continue to demonstrate a lack of usage on the part of teaching staff for developing their teaching practices, especially at the university level. Through the identification of personal, professional, institutional, and contextual barriers, this study seeks to reveal the reasons why teachers in institutions of higher education do not use digital technologies for teaching purposes and whether the academic discipline influences this perception. The results suggest that professional barriers are the most prevalent and that the discipline of arts and humanities is where the most obstacles are perceived. In conclusion, there is a need for better professional development for teachers and more institutional involvement through strategic plans.

Abstract:Data from over 21,600 students who had left Catalan higher education institutions during the academic years 2000-2001 and 2001-2002 has been analysed in order to describe the academic and personal profiles of university dropouts. Additionally, a telephone survey and face-to-face interviews with a pilot group of leavers were undertaken to gather additional qualitative information on the reasons for their decision. The influences on non-completion can be reduced to three main factors, among which dissatisfaction with the quality of the students' experience, family and work responsibilities, as well as economic difficulties, are prominent.Analysis conducted showed no significant differences among Catalan higher education institutions, the dropout percentages ranging from 28% to 33%. These rates should be understood within a context of broad access to higher education. Within the European Higher Education Area (EHEA) scenario, the findings have triggered institutional endeavours to improve the quality of the students' and teachers' experience.

ResumenLa investigación analiza los hábitos de uso de las TIC por parte de los adolescentes españoles de entre 12 y 17 años, identificando los usos problemáticos en los ámbitos académico, social y familiar. Empleando una metodología mixta concurrente, se aplicaron 906 cuestionarios a adolescentes, se realizaron 135 entrevistas a jóvenes, profesores y orientadores, y se organizaron 5 grupos focales en los que participaron tanto jóvenes como miembros de la comunidad educativa. Los resultados confirmaron que las TIC tienen una amplia presencia en la vida cotidiana de los adolescentes españoles y sugieren que su uso extensivo genera impactos negativos en el ámbito académico, social y familiar de los jóvenes. No se puede hablar de un uso problemático generalizado aunque sí como un fenómeno a estudiar, para el que -además-deben contemplarse acciones de prevención y concientización. AbstractThis study explores habits in ICT use among Spanish adolescents between 12 and 17 years of age, and identifies problematic uses in academic, social, and family settings. A concurrent mixed methodology is used; 906 questionnaires were given to adolescents, 135 interviews were conducted with young people, teachers, and school counselors, and 5 focus groups were established involving both youth and members of the education community. The results confirmed that ICT is widely present in the day-to-day lives of Spanish adolescents, and suggest that extensive use of ICT has negative impacts on young people's academic, social, and family lives. It cannot be said that problematic ICT use has become ubiquitous, but it is a phenomenon worthy of study and activities aimed at prevention and awareness-raising should be envisaged.

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ResumenEl objetivo de este artículo es describir y caracterizar las estrategias y prácticas de inserción sociocultural de estudiantes migrantes (peruanos y bolivianos) en las escuelas de la región de Arica y Parinacota, Norte de Chile. Se analiza cómo el sistema educacional formal no ha desarrollado mecanismos institucionales de integración sociocultural que permitan una adecuada inserción de los estudiantes de origen extranjero en las escuelas chilenas; por lo cual, diversos agentes sociales (estudiantes, padres y apoderados) han debido desplegar estrategias y prácticas específicas de inserción adaptadas al contexto local, generando mecanismos emergentes de integración sociocultural.Palabras claves: integración sociocultural, migración, educación, norte de Chile. AbstractThe aim of this article is to describe and characterize the strategies and sociocultural insertion practices in migrant students (Peruvians and Bolivians) in schools located in the Arica and Parinacota region, Northern Chile. It is analyzed how the formal educational system has not developed institutional mechanisms of sociocultural integration that allow an appropiate insertion to foreign students in chilean schools, whereby, different social agents (students, parents and representatives) have had to display strategies and specific insertion practices adapted to the local context, generating emerging mechanisms of sociocultural integration.