Vol. 14 No. 2 (2021): Tecnología educativa para la agenda 2030: Objetivos de Desarrollo Sostenible (ODS) ante la pandemia

Belo Horizonte-MG

Publicado em: 05/05/2021

Published: 2021-05-18

Editorial

• Educational technology for the 2030 agenda Objectives of Sustainable Development (OSD) in the face of the pandemic

  Santiago Alonso-García, José María Romero-Rodríguez, José Antonio Marín-Marín, Fernando José Sadio-Ramos

  e34883

  • pdf (Spanish)

Dossier

• Use of ICT and attention to diversity in times of COVID

  Blas González Alba

  e33578

  • PDF (Spanish)

• SEM model for technological, ecological and inclusive teacher training in times of pandemic

  Antonio Hernández Fernández, Claudia de Barros Camargo

  e33640

  • pdf

• Obsolescence of knowledge vs. training for sustainable development voices of protagonists in the framework of COVID 19

  Maria Soledad Ramírez-Montoya

  e33840

  • pdf (Spanish)

• Engagement in virtual education experiences during the COVID-19 pandemic

  Odiel Estrada Molina, Dieter Reynaldo Fuentes Cancell, Alién García Hernández

  e33936

  • pdf (Spanish)

• ITC and family leisure during confinement agents involved

  Maria Luisa Belmonte, Jose Santiago Alvarez Muñoz, Maria Angeles Hernandez-Prados

  e33938

  • pdf (Spanish)

• Quality education and pandemic challenges, experiences and proposals from students in teacher training in Ecuador

  Marielsa López, Mariano Herrera, Diego Apolo

  e33991

  • pdf (Spanish)

• The impact of the state of alarm decreed by COVID-19 on educational inclusion

  María Pilar Cáceres Reche, José Antonio Marín Marín, Magdalena Ramos Navas-Parejo, Blanca Berral Ortiz

  e34204

  • pdf (Spanish)

• Socioconstructivism, literacy and working with ICTs during the Coronavirus pandemic in 2020

  Janete Rosa da Fonseca, Lovania Roehrig Teixeira, David Arenas Carmona

  e34333

  • pdf (Portuguese)

• Technology and abstraction complex skills development through video games

  Andrea del Carmen Figueroa Vargas, Margarita Ercilia Aravena Gaete, María Natalia Campos Soto, David Ruete Zuñiga

  e33575

  • PDF (Spanish)

• Analysis of a Portuguese HEI teachers experience in the context of COVID-19

  Elisabete Brito, Natália Gomes, Pedro Tadeu, Carlos Brigas

  e33579

  • pdf

• Productivity analysis around information literacy in the Higher Education stage

  Gerardo Gómez García, Francisco Javier Hinojo Lucena, Inmaculada Aznar Díaz, José María Romero Rodríguez

  e33694

  • pdf (Spanish)

• COVID-19 and its impact on educational work with older people

  Silvia Martinez De Miguel López, Juan Antonio Salmeron Aroca

  e33935

  • pdf (Spanish)

• How were the socio-affective skills of higher education students addressed in the pandemic?

  Rocío Huerta Cuervo, Marina Vicario Solórzano

  e33937

  • pdf (Spanish)

• Learning styles and achievement goals in college students during the COVID-19 pandemic

  Yosbanys Roque Herrera, Manuel Cañas Lucendo, Santiago Alonso García, Carmen Elisa Curay Yaulema

  e33988

  • pdf (Spanish)

• Impact of ict on writing and reading skills a systematic review (2010-2020)

  José María Fernández Batanero, Marta Montenegro Rueda, José Fernández Cerero, Pedro Román Gravan

  e34055

  • pdf

• Effectiveness of flipped learning and augmented reality in the new educational normality of the Covid-19 era

  Santiago Pozo-Sánchez, Jesús Lopez-Belmonte, Antonio José Moreno-Guerrero, Arturo Fuentes-Cabrera

  e34260

  • pdf