La competencia digital es una de las competencias básicas del ciudadano del siglo XXI y es además una de las competencias transversales de todas las universidades españolas. En este contexto, cobra especial relevancia la formación en competencias digitales de los estudiantes universitarios y para ello hemos llevado a cabo la experiencia que describimos en este artículo. Hemos diseñado una propuesta formativa basada en un método de aprendizaje por tareas y sustentada en las 5 dimensiones de la competencia digital de la Comisión Europea. Hemos recogido datos de evaluación con un diseño pretest-postest aplicando un cuestionario. Tras evaluar la experiencia, nuestros estudiantes han expresado su satisfacción con la metodología y han puesto en evidencia la adquisición de la competencia.

The development of related technological skills in secondary students is perceived as unachievable if the teachers do not have enough technological expertise to guide their students. This study was based on investigating digital competence on the population of graduate students undertaking a Master’s degree in Education to train as teachers for the secondary educational level. The study made it possible to conclude, on the one hand, the homogeneity of university degrees within the scope of the Bologna Plan, with respect to mean levels of digital training. On the other hand, more exhaustively, differences have come to light concerning specific training on the different digital competence areas in the DigComp evaluation system, related to gender, branch of knowledge, age, and by considering the self-perception of individuals on their own capabilities in everyday technological issues. Consequently, the need for incorporating an ICT syllabus into the subjects covered by a Master’s in education has been highlighted, as well as promoting females, older people, and nontechnological degrees. Digital training on critical competence areas for teaching, such as the creation of digital content, suffers from major shortcomings and should also be promoted.

Artificial Intelligence (AI) is being implemented in more and more fields, including education. The main uses of AI in education are related to tutoring and assessment. This paper analyzes the use of AI for student assessment based on a systematic review. For this purpose, a search was carried out in two databases: Scopus and Web of Science. A total of 454 papers were found and, after analyzing them according to the PRISMA Statement, a total of 22 papers were selected. It is clear from the studies analyzed that, in most of them, the pedagogy underlying the educational action is not reflected. Similarly, formative evaluation seems to be the main use of AI. Another of the main functionalities of AI in assessment is for the automatic grading of students. Several studies analyze the differences between the use of AI and its non-use. We discuss the results and conclude the need for teacher training and further research to understand the possibilities of AI in educational assessment, mainly in other educational levels than higher education. Moreover, it is necessary to increase the wealth of research which focuses on educational aspects more than technical development around AI.

Resumen: Uno de los problemas que actualmente más preocupan en los centros de Secundaria es el del acoso escolar y el ciberacoso. Este estudio cuantitativo tiene como objetivo conocer la situación actual del ciberacoso en centros de Secundaria de la Región de Murcia. Con un muestreo por conglomerados, se concretó una muestra representativa que finalmente estuvo compuesta por 950 estudiantes de Educación Secundaria Obligatoria. En este artículo vamos a profundizar en los aspectos relacionados con los ciberacosadores, su prevalencia y el uso que hacen de las tecnologías. Los resultados muestran que un 6.4% de los participantes se pueden considerar ciberacosadores, aunque un 23.3% ha realizado alguna de las conductas propias de los ciberacosadores. Además, se corrobora una conclusión obtenida en estudios previos sobre la importancia del control parental. Es importante conocer en profundidad estas conductas para poder diseñar estrategias de prevención en los centros escolares.

Entrevista a Marc Prensky Marc Prensky Interview

The use of instant messaging affects different areas of users’ daily lives (personal, social, family, work). The aim of this research was to develop and validate a scale that measures the negative impact of WhatsApp's use in several areas (WANIS). Two studies were conducted. The first one was a pilot study in which the scale was built. The sample consisted of 95 university students aged between 17 and 27. (M = 21.34; SD = 2.11). In the second study, the factor structure was examined and the validity of the scale was analysed from a sample of 630 university students aged between 18 and 62 (M = 21.23; DT = 4.32). The exploratory factor analysis revealed that the three-factor solution was most appropriate for interpreting the scale. The instrument had high reliability and good convergent and discriminant validity. The results indicated that sex, marital status and employment status affected the negative impact experienced by WhatsApp users. This scale has proven to be a valid tool for assessing the impact that this instant messaging application has on controlling intimate relationships, the negative consequences of its use and the problematic use by users.

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style="letter-spacing: -0.05pt;">a</span>t<span style="letter-spacing: 0.05pt;">i</span>v<span style="letter-spacing: -0.05pt;">a</span>s.<span style="letter-spacing: 0.05pt;">S</span>e<span style="letter-spacing: -0.05pt;">c</span>onfi<span style="letter-spacing: -0.05pt;">r</span>mó una<span style="letter-spacing: -0.05pt;"> c</span><span style="letter-spacing: 0.1pt;">o</span>r<span style="letter-spacing: -0.05pt;">re</span>l<span style="letter-spacing: 0.1pt;">a</span><span style="letter-spacing: -0.05pt;">c</span>ión s<span style="letter-spacing: 0.15pt;">i</span><span style="letter-spacing: -0.1pt;">g</span>nifi<span style="letter-spacing: -0.05pt;">ca</span><span style="letter-spacing: 0.15pt;">t</span>ivaydi<span style="letter-spacing: 0.1pt;">r</span><span style="letter-spacing: -0.05pt;">ec</span>ta<span style="letter-spacing: -0.05pt;">e</span>nt<span style="letter-spacing: 0.1pt;">r</span>euso <span style="letter-spacing: 0.1pt;">p</span><span style="letter-spacing: 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-0.1pt;">e</span>dicto<span style="letter-spacing: -0.05pt;">re</span>smási<span style="letter-spacing: 0.05pt;">m</span>por<span style="letter-spacing: 0.1pt;">t</span><span style="letter-spacing: -0.05pt;">a</span>nted<span style="letter-spacing: -0.05pt;">e</span>luso probl<span style="letter-spacing: -0.05pt;">e</span>mático de <span style="letter-spacing: -0.15pt;">I</span>nte<span style="letter-spacing: -0.05pt;">r</span><span style="letter-spacing: 0.1pt;">n</span><span style="letter-spacing: 0.05pt;">e</span>t fu<span style="letter-spacing: -0.1pt;">e</span>ron <span style="letter-spacing: -0.05pt;">e</span>l dom<span style="letter-spacing: 0.05pt;">i</span>nio d<span style="letter-spacing: -0.05pt;">e</span>l <span style="letter-spacing: -0.05pt;">e</span>ntorno,la <span style="letter-spacing: -0.05pt;">a</span>nsied<span style="letter-spacing: -0.05pt;">a</span>d so<span style="letter-spacing: -0.05pt;">c</span>ial y los sín<span style="letter-spacing: 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-0.05pt;">a</span>nsied<span style="letter-spacing: -0.05pt;">a</span>dso<span style="letter-spacing: -0.05pt;">c</span><span style="letter-spacing: 0.1pt;">i</span><span style="letter-spacing: -0.05pt;">a</span>lpodr<span style="letter-spacing: 0.1pt;">í</span><span style="letter-spacing: -0.05pt;">a</span>nbus<span style="letter-spacing: 0.05pt;">c</span><span style="letter-spacing: -0.05pt;">a</span>r <span style="letter-spacing: -0.05pt;">e</span>lusode in<span style="letter-spacing: 0.05pt;">te</span>rn<span style="letter-spacing: -0.1pt;">e</span>t<span style="letter-spacing: -0.05pt;">c</span>o<span style="letter-spacing: 0.15pt;">m</span>ounmediode in<span style="letter-spacing: 0.05pt;">t</span><span style="letter-spacing: -0.05pt;">e</span>r<span style="letter-spacing: -0.1pt;">a</span><span style="letter-spacing: -0.05pt;">cc</span>iónpl<span style="letter-spacing: 0.1pt;">a</span><span style="letter-spacing: -0.05pt;">ce</span>nt<span style="letter-spacing: 0.1pt;">e</span>ro, losjóven<span style="letter-spacing: -0.05pt;">e</span>s<span style="letter-spacing: -0.05pt;">c</span>onsín<span style="letter-spacing: 0.05pt;">t</span>omasobs<span style="letter-spacing: -0.05pt;">e</span>siv<span style="letter-spacing: 0.2pt;">o</span><span style="letter-spacing: -0.05pt;">-c</span>ompu<span style="letter-spacing: 0.05pt;">l</span>sivospodrí<span style="letter-spacing: -0.05pt;">a</span>nl<span style="letter-spacing: 0.05pt;">l</span><span style="letter-spacing: -0.05pt;">e</span>g<span style="letter-spacing: -0.05pt;">a</span>r a un uso <span style="letter-spacing: -0.05pt;">e</span><span style="letter-spacing: 0.1pt;">x</span><span style="letter-spacing: -0.05pt;">ce</span>sivo como m<span style="letter-spacing: -0.05pt;">e</span>dio de <span style="letter-spacing: -0.05pt;">e</span>l<span style="letter-spacing: 0.05pt;">i</span>m<span style="letter-spacing: 0.05pt;">i</span>n<span style="letter-spacing: -0.05pt;">a</span>r la<span style="letter-spacing: -0.05pt;"> a</span>nsi<span style="letter-spacing: 0.1pt;">e</span>d<span style="letter-spacing: -0.05pt;">a</span>d <span style="letter-spacing: -0.05pt;">c</span>ompu<span style="letter-spacing: 0.05pt;">l</span>siva.</span>

The fact that technologies have become a normal part of our lives has meant that bullying and other problems have shifted towards the virtual, hence complicating possible solutions. While before peer harassment occurred mainly at school, today Information and Communications Technology (ICT) means that children now have no place to "hide" from this problem. This and other features, like anonymity, have led many people to believe that this problem is more serious than traditional bullying. The purpose of this research was to determine the incidence of this phenomenon and its impact on students in compulsory secondary education in the Region of Murcia, specifically the prevalence of victimization and differences in relation to gender, age and academic year. One of the main results is that 49.3% of students have suffered from one or more cyberbullying behaviours. Greater victimization of females was observed in fourth of ESO and at higher ages (age ranges: 11-13; 14-15; 16-18). These results show the reality of secondary schools and the need to establish effective measures to solve this problem.