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Desde hace ya muchos años, EDUCAUSE Horizon Report® emite informes anuales en los que perfila las tendencias clave y las tecnologías emergentes que permiten vislumbrar el estado actual y futuro de la educación superior, analizando diferentes escenarios y sus posibles implicaciones. Aquí comentaremos el informe más reciente: 2022 EDUCAUSE Horizon Report | Teaching and Learning Edition, elaborado por un panel de 57 expertos en educación superior procedentes de diferentes partes del mundo. El resumen ejecutivo de este informe pone el foco en los cambios acontecidos en la educación después de estos dos años de pandemia. Nuestro modo de pensar y de comportarnos, así como la forma de estructurar nuestras vidas y compartir lugares y espacios, han cambiado considerablemente. En educación superior, estos cambios se han reflejado en una evolución de los modelos “reactivos” o “de emergencia” que se utilizaron inicialmente durante las circunstancias excepcionales que nos tocó vivir, hacia unos modelos diferentes y sostenibles a futuro, que en algunos casos difieren bastante de lo que se hacía anteriormente. En este informe, un grupo de expertos internacionales analizan las tendencias futuras en diferentes aspectos de la enseñanza y aprendizaje en educación superior. Muchas de las discusiones y planteos que surgieron entre este grupo de expertos sugieren que estos cambios han venido para quedarse, y que ya no hay retorno a lo que era “normal” para muchas instituciones. Este informe resume los resultados de esas discusiones y nominaciones y sirve como un punto de vista sobre hacia dónde puede dirigirse nuestro futuro. El informe divide los contenidos en 4 secciones principales: Tendencias, donde se analizan las líneas más relevantes a tener en cuenta en el futuro, desde el punto de vista social, tecnológico, económico, medioambiental y político, Tecnologías y prácticas clave que se considera que tendrán un impacto significativo en la enseñanza y aprendizaje en la educación superior, Escenarios alternativos que podrían darse en los futuros 10 años, e Implicaciones sobre qué deberíamos hacer a partir de ahora. A continuación se comenta cada uno de estas 4 secciones, explicando el enfoque global y dando una pincelada breve a los temas abordados en cada punto.

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Taking computer technology away from the desktop and into a more physical, manipulative space, is known that provide many benefits and is generally considered to result in a system that is easier to learn and more natural to use. This paper describes a design solution that allows kindergarten children to take the benefits of the new pedagogical possibilities that tangible interaction and tabletop technologies offer for manipulative learning. After analysis of children's cognitive and psychomotor skills, we have designed and tuned a prototype game that is suitable for children aged 3 to 4 years old. Our prototype uniquely combines low cost tangible interaction and tabletop technology with tutored learning. The design has been based on the observation of children using the technology, letting them freely play with the application during three play sessions. These observational sessions informed the design decisions for the game whilst also confirming the children's enjoyment of the prototype.

This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. Highlights ADHD is one of the most frequent neurodevelopment disorders among children. There is a lack of works focusing on the design of applications for ADHD children. Tangible Tabletops have been used with children with diverse learning difficulties Tangible Tabletops have not been used with children with ADHD. Evaluation sessions with educators and children have been carried out. A deep study of the characteristics of ADHD children has also been carried out. A set of guidelines to design tabletop activities for ADHD children are proposed. They are quite are general and applicable to other areas. These guidelines could also be useful for other neurodiverse children.

Significant gender differences are 1 observed on primary school students' perception of self-efficacy 2 and test anxiety in mathematics. Girls perceive themselves to be 3 significantly worse than boys in mathematics and report higher 4 test anxiety toward mathematics exams. Gender differences in 5 self-efficacy become more pronounced as students grow up, and 6 test anxiety increases for all students. However, the present study 7 shows that teachers' do not perceive differences in self-efficacy 8 in mathematics between boys and girls. 9 Background: The low presence of women in science, technol-10 ogy, engineering, and mathematics (STEM) might be explained 11 by the attitude of young students toward mathematics. Different 12 studies show that girls are less interested in STEM areas than 13 boys during secondary school. A study on the reasons for this 14 fact pointed out that the early years of education can provide 15 a relevant insight to reverse the situation. 16 Research Questions: Is there any age-dependent gender differ-17 ence in primary school students in aspects related to mathemat-18 ics? Are teachers aware of students' perceptions? 19 Methodology: This work presents a study of over 2000 pri-20 mary school students (6-12 years old) and 200 teachers in 21 Aragón (Spain). The study consists of a survey on aspects that 22 influence the experience of female and male students with math-23 ematics and Spanish language for comparison purposes and 24 teacher's awareness of students' perception. 25 Findings: The present study shows that during primary school, 26 girls are more likely to experiment a negative attitude toward 27 mathematics than boys as they grow up, and teachers may not 28 perceive girls' situation.