índice 1.-Use and abuse of social media by adolescents: a study in Mexico // Uso y abuso de las redes sociales por parte de los adolescentes: un estudio en México Rubicelia Valencia Ortiz, Carlos Castaño Garrido 2.-Technology-Based Review on Computer-Assisted Language Learning: A Chronological Perspective // Revisión tecnológica del aprendizaje de idiomas asistido por ordenador: una perspectiva cronológica Dara Tafazoli, Cristina Aránzazu Huertas Abril y María Elena Gómez Parra 3.-Diseño y validación del cuestionario sobre percepciones y actitudes hacia el aprendizaje por dispositivos móviles // Design and validation of the questionnaire on perceptions and attitudes towards learning for mobile devices Tami Seifert, Carlos Hervás Gómez, Purificación Toledo Morales 4.-Competencia digital, educación superior y formación del profesorado: un estudio de meta-análisis en la web of science // Digital competence, higher education and teacher training: a meta-analysis study on the web of science Antonio-Manuel Rodríguez-García, Francisco Raso Sánchez, Julio Ruiz-Palmero 5.-Tecnologías digitales y educación para el desarrollo sostenible. Un análisis de la producción científica // Digital technologies and education for sustainable development. An analysis of scientific production Meriam Boulahrouz Lahmidi 6.-La plataforma digital Seesaw: su integración en una clase dinámica // Digital portofolio Seesaw: integration in a dynamic class Jeanette Chaljub Hasbún 7.-Una experiencia de formación del profesorado para implementar la evaluación entre pares en el campus virtual de la Universidad de Santiago de Compostela // An experience of teacher training to implement peer evaluation in the virtual campus of the University of Santiago de Compostela Lorena Casal Otero, Beatriz Garcia Antelo 8.-Las universitarias en la Wikipedia en español // Female university students in the Spanish Wikipedia Angel Obregón Sierra, Natalia González Fernández 9.-El storytelling digital a través de vídeos en el contexto de la Educación Infantil // Digital storytelling using videos in early childhood education María del Mar Sánchez Vera, Isabel María Solano Fernández, Salomé Recio Caride 10.-Interconectados apostando por la construcción colectiva del conocimiento. Aprendizaje móvil en Educación Infantil y Primaria // Interconnected bets for the collective construction of knowledge. Mobile learning in infant and primary education

In a digital and interconnected context, where educational processes are in constant change, active methodologies take on a relevant role by making students the protagonists of their learning. Among the different possibilities, the flipped classroom stands out for its time optimization, the incorporation of technological resources, and the personalization of the processes. The aim of this research is to analyze the perception of higher education students about the usefulness of the flipped classroom as a methodology. The information was collected with a validated instrument, which was applied to a sample of 123 students from the Faculty of Educational Sciences of the University of Málaga (Spain). A positive evaluation of the usefulness of the flipped classroom as a learning methodology was reflected in the results, highlighting its instrumental dimension. Significant differences were perceived regarding the usefulness of the flipped classroom for the promotion of autonomous learning, which had a superior valuation according to women. In conclusion, the flipped classroom stands as a methodological alternative to promote learning that has a positive evaluation from the students that made up the sample.

We are experiencing a serious health crisis due to COVID‐19 that has a major impact on the field of education. The educational system therefore needs to be updated and innovated, with the addition of digital resources, to adapt the teaching and learning processes to students with disabilities. To meet the goal of high‐quality education, teachers must have adequate digital competence to face the educational demands that are placed on them. Therefore, the purposes of this study are: to know the teachers' knowledge about digital resources to support students with disabilities (O1); at each educational stage (O2), identify the variables that have a significant impact on the acquisition of teacher competence (O3); propose a selection of useful ICT resources for each type of disability (O4). An ex post facto design was used with 1194 teachers from Andalusia (Spain). The results showed the medium‐low level of the teaching staff, especially in the higher education stage. In addition, gender, motivation, attitude and having students with special needs are determining factors in the development of teacher knowledge. The results highlight the urgent need for teachers to be trained in digital resources. We hope that the range of resources proposed in this study will help teachers enhance their teaching practice. What we already know about this topic Teachers have to find and adapt educational technology to achieve a higher level of success in students with disabilities. The use of ICT resources by teachers acts as a bridge to promote learning in students with disabilities. What this paper adds Identification of those predictors that significantly influence the acquisition of digital competence in teaching staff at various stages of education: gender, educational stage, motivation, attitude towards technologies and having students with specific educational support needs. A proposal of didactic applications is provided to address the different types of functional diversity. Implications for practice and/or policy It is essential that training plans on digital competence are established to assist students with functional diversity in their different learning stages. In this sense, personalised training itineraries or TMOOCs can be of major assistance. Expansion of the study sample (macro level) to identify digital factors, which affect the acquisition of the digital competence of the teaching staff to support their students' disabilities. Change regarding the type of diagnosis through self‐perception tests, such as those presented by these models, and subsequent work in other fields such as e‐portfolios of evidence or instruments in the form of problem solving.

The tasks of the university educators must be linked to the digital demands posed by the more sophisticated professions of the twenty-first century. Faced with this panorama, the objective of this study is to examine and compare the degree of digital competence of Higher Education educators from different fields of knowledge and different age ranges according to the DigCompEdu framework. A non-probabilistic ex post facto sampling was utilized with 2180 university professors from Andalusia (Spain). The main results of the study provide evidence of an intermediate level of digital competence, for men and women. More specifically, the male professors in Architecture and Judicial & Social Sciences, younger and older than 40, possessed a higher level, as compared to the other fields. For the female professors, the highest level was found once again in Judicial and Social Sciences, in this case for both age ranges, without a clear trend found for the rest of the fields. For each dimension of the DigCompEdu instrument, the level of competence follows the same trend with respect to the overall level. More research is recommended to validate these preliminary results, as well as the development of training lines of action that are specific and adapted to each field of knowledge.

Smartphones are indeed becoming an essential tool in the daily lives and relations of their users in recent years, thanks to their uses and potential. However, excessive and inappropriate use can lead to dependence syndromes. The objectives of our study were to ascertain how these devices are being used and whether students are at risk of addiction. The study was carried out based on a survey with students-future teachers-from two Spanish universities. A sample of 453 students between the ages of 18 and 47 was analyzed, 76.8% female and 23.2% male. Smartphones were found to be the preferred Internet connection device for 80% of students, 38% of students connect to the Internet five hours or more a day (which can be considered an addiction) and smartphones are used primarily to connect with others (social media and instant messaging). The abusive use of smartphones affects men's behavior more than women and can lead them to neglect other activities, while smartphones affect women more in the emotional field, in matters related to boredom, impatience, and irritability.