ResumenSe analiza la competencia digital del alumnado del Grado de Maestro de Educación Primaria cuando cursa primer curso con el fin de diseñar un programa formativo adaptado a sus necesidades digitales. Esto se enmarca en el hecho de que los conocimientos y las habilidades de los estudiantes universitarios en la competencia digital son cruciales para un aprendizaje eficaz, motivador e inclusivo. Sin embargo, son reducidos los estudios que cuantifican el nivel de conocimientos y destrezas prácticas que realmente posee este alumnado cuando llega a los estudios superiores. El trabajo sigue una metodología descriptivaexploratoria y utiliza un cuestionario validado para analizar una muestra de 559 estudiantes, futuros docentes, de tres universidades españolas, Granada, Jaén y Oviedo. Los resultados detallan cinco dimensiones: información, comunicación, creación de contenidos, seguridad, y resolución de problemas. Se concluye que hay desconocimiento en la forma adecuada de gestionar la información; en la comunicación y seguimiento de la huella digital y carencias sobre cómo resolver nuevos problemas informáticos. Palabras clave: competencia digital; educación superior, maestro, formación inicial del profesorado AbstractThis research is carried out in 2018, and it analyses this digital competence of the Primary Education Master Degree students in the first academic year, in order to design a training program adapted to their digital needs. This study is based on the fact that college students' knowledge and skills in digital competence are important to face an effective, motivating and inclusive learning. However, there are few studies to quantify the level of knowledge and practical skills of these students in higher education. This work follows a descriptive-exploratory methodology and it uses a validated questionnaire to analyze a sample of 559 students, future teachers, from three Spanish universities, Granada, Jaén and Oviedo. The result differentiates five dimensions and levels: information, communication, content creation, security, and problem solving. It is concluded that there exists lack of knowledge about the proper way to manage information, about the communication and monitoring of the fingerprint, and deficiencies on how to solve new computer problems.

We show that vessel morphology depicted by three-dimensional power Doppler ultrasound differs between benign and malignant adnexal masses difficult to classify as benign or malignant by an experienced ultrasound examiner using subjective assessment of ultrasound images or by the IOTA logistic regression model LR1. What are the clinical implications of this work? Vessel morphology as depicted by three-dimensional power Doppler ultrasound may slightly improve discrimination between benign and malignant tumors judged difficult to classify by subjective assessment. For tumors in which the IOTA model LR1 yields an ambiguous result, subjective assessment is superior to vessel morphology as a second stage test.

The deep penetration and global impact of mobile devices has led the scientific community to undertake a thorough analysis of the implications of this phenomenon. Researchers need to determine their true real effect and how they can best be used to manage information and build knowledge. This study has examined recent investigations on the subject of mobile learning and carried out a descriptive analysis of a sample of registers indexed on the Web of Science research platform in 2015-16. An exhaustive content analysis has revealed new areas where M-Learning is being implemented, especially in the teaching of foreign languages, the emergence of social interaction methodologies in Secondary Education, evolving forms of collaborative relationships, work with clearly defined student profiles and the use of virtual immersive and innovative spaces in Higher Education. This paper also emphasizes the presence of previously unknown, transcendent problems associated with M-learning, such as the collateral addiction effect, and its interference in the classroom. Finally, our study suggests that teachers could embrace these technological proposals and include them in their strategies. Indeed, it might be necessary to flip the process, so this research could be the start of the generation and design of innovative guidelines to manage these forms and content.

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