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.

La irrupción de los MOOC (Massive Online Open Courses) ha supuesto un punto de inflexión en el mundo académico y, especialmente, en el diseño y oferta de cursos formativos en la Educación Superior. Una vez superado el primer momento de explosión informativa, se precisan análisis rigurosos sobre la repercusión del movimiento en el mundo científico con más alto impacto para valorar el estado de la cuestión y las líneas de investigación futuras. El presente estudio analiza el impacto del movimiento MOOC en forma de artículo científico durante el período de nacimiento y explosión (2010-2013) en dos de las bases de datos de revistas científicas más relevantes, Journal Citation Reports (WoS) y Scopus (Scimago). A través de una metodología descriptiva y cuantitativa se presentan los datos bibliométricos más significativos por su índice de cita y repercusión. Asimismo, mediante la metodología de Análisis de Redes Sociales (ARS) se realiza un análisis de co-ocurrencia con representación en grafo de las palabras clave de los artículos para la determinación de los campos de estudio e investigación. Los resultados muestran que tanto el número de artículos publicados en ambas bases de datos como las citas que reciben presentan un índice medio-bajo de impacto y la red temática de interrelaciones en los resúmenes y palabras clave de los artículos publicados no reflejan la crítica actual de los medios divulgativos generales.The emergence of massive open online course (MOOCs) has been a turning point for the academic world and, especially, in the design and provision of training courses in Higher Education. Now that the first moments of the information explosion have passed, a rigorous analysis of the effect of the movement in high-impact scientific world is needed in order to assess the state of the art and future lines of research. This study analyzes the impact of the MOOC movement in the form of scientific article during the birth and explosion period (2010-2013) in two of the most relevant databases: Journal Citation Reports (WoS) and Scopus (Scimago). We present, through a descriptive and quantitative methodology, the most significant bibliometric data according to citation index and database impact. Furthermore, with the use of a methodology based on social network analysis (SNA), an analysis of the article’s keyword co-occurrence is presented through graphs to determine the fields of study and research. The results show that both the number of articles published and the citations received in both databases present a medium-low significant impact, and the conceptual network of relationships in the abstracts and keywords does not reflect the current analysis developed in general educational media

In these moments of future uncertainty and change, teachers must be trained to respond to the challenges posed by today’s society, and the challenges that are closely related to the economy. We are going through the first steps of the Fourth Industrial Revolution, and changes are already taking place in our daily lives, in our way of learning, working, and interacting with each other. According to the data of the World Economic Forum (WEF), the future of teacher professional development is disfigured—most technological profiles play a strong role, and this affects the skills and abilities of teachers, especially in the fields of Science, Technology, Engineering, Arts, and Mathematics (STEAM). The goal is to achieve the Millennium Goal number three proposed by the United Nations: All countries must promote gender equality and the empowerment of women. This objective aims to eliminate gender disparity in primary and secondary education, and the promotion of ICT (Information and Communication Technology) to improve the competences of women and vulnerable groups to ensure that no one is left behind. These are priority areas to consider regarding SDG4 (Sustainable Development Goal 4) and Education 2030.

The environmental impact produced by digital technologies is one of the fundamental contents to be developed by teachers of the 21st century. Different investigations raise the need to redesign education towards sustainable models and promote a critical look at digital technologies. The main objective of this manuscript is to design a valid, reliable and useful scale to measure self-perceived teacher digital competence regarding the eco-responsible use of technologies. The instrument has been designed based on a detailed analysis of the main frameworks for the development of digital competence in Europe: INTEF and DigCompEdu. A content validation process has been followed through the expert judgment method. Subsequently, its reliability and validity are estimated using structural equation modeling techniques. The results obtained guarantee the reliability and validity of the model. Therefore, the need to establish environmental teacher training plans and more awareness about the eco-responsible use of technologies is established.

RESUMENEn la actualidad, debemos considerar la formación permanente del profesorado y, con ella, el aprendizaje continuo, como necesarios y esenciales para desarrollar una educación de calidad en igualdad y equidad. En este contexto, las 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. En este artículo se presentan los resultados obtenidos en una investigación cuyo propósito se centró en la identificación del nivel de formación y conocimiento tecnológico que el profesorado de educación primaria, de las provincias de Granada, Huelva, Jaén y Sevilla, tienen respecto a la aplicación de las TIC para personas con discapacidad. A partir de un diseño de investigación del tipo ex post-facto descriptivo, la muestra estuvo compuesta por 425 docentes. Como estrategia de recogida de información empleamos un cuestionario confeccionado ad hoc, validado mediante el procedimiento de "Coeficiente de competencia experta" o "Coeficiente K". El nivel de fiabilidad del instrumento fue analizado mediante la alfa de Cronbach. Entre los resultados obtenidos destacamos la baja capacitación del profesorado.Palabras Clave: tecnologías de la información y comunicación, discapacidad, inclusión educativa, accesibilidad. ICT and disability. Knowledge of the teachers of primary education in AndalusiaABSTRACT At present, we must consider the ongoing training of teachers and, with it, continuous learning, as necessary and essential to develop a quality education in equality and equity. In this context, ICTs 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 article presents the results of an investigation whose purpose is focused on identifying the level of training and technological knowledge that the specialist in physical education primary teachers of Primary Education of Seville and its province, with respect to the application of ICT for people with disabilities. From a research design type descriptive ex post facto, the sample was composed of 87 teachers. As information collection strategy used a questionnaire prepared ad hoc, validated by the process of "coefficient expert competence" or "K Coefficient". The level of reliability of the instrument was analyzed by Cronbach's alpha. Among the results we highlight the low training of primary school teachers regarding the application of ICT for students with disabilities.