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

Capa da revista Texto Livre, volume 14, número 2, maio-agosto de 2021.

Belo Horizonte-MG

Publicado em: 05/05/2021

Published: 2021-05-18

Editorial

Dossier

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

    Blas González Alba
    e33578
    DOI: https://doi.org/10.35699/1983-3652.2021.33578

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

    Antonio Hernández Fernández, Claudia de Barros Camargo
    e33640
    DOI: https://doi.org/10.35699/1983-3652.2021.33640

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

    Maria Soledad Ramírez-Montoya
    e33840
    DOI: https://doi.org/10.35699/1983-3652.2021.33840

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

    Odiel Estrada Molina, Dieter Reynaldo Fuentes Cancell, Alién García Hernández
    e33936
    DOI: https://doi.org/10.35699/1983-3652.2021.33936

  • ITC and family leisure during confinement agents involved

    Maria Luisa Belmonte, Jose Santiago Alvarez Muñoz, Maria Angeles Hernandez-Prados
    e33938
    DOI: https://doi.org/10.35699/1983-3652.2021.33938

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

    Marielsa López, Mariano Herrera, Diego Apolo
    e33991
    DOI: https://doi.org/10.35699/1983-3652.2021.33991

  • 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
    DOI: https://doi.org/10.35699/1983-3652.2021.34204

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

    Janete Rosa da Fonseca, Lovania Roehrig Teixeira, David Arenas Carmona
    e34333
    DOI: https://doi.org/10.35699/1983-3652.2021.34333

  • 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
    DOI: https://doi.org/10.35699/1983-3652.2021.33575

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

    Elisabete Brito, Natália Gomes, Pedro Tadeu, Carlos Brigas
    e33579
    DOI: https://doi.org/10.35699/1983-3652.2021.33579

  • 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
    DOI: https://doi.org/10.35699/1983-3652.2021.33694

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

    Silvia Martinez De Miguel López, Juan Antonio Salmeron Aroca
    e33935
    DOI: https://doi.org/10.35699/1983-3652.2021.33935

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

    Rocío Huerta Cuervo, Marina Vicario Solórzano
    e33937
    DOI: https://doi.org/10.35699/1983-3652.2021.33937

  • 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
    DOI: https://doi.org/10.35699/1983-3652.2021.33988

  • 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
    DOI: https://doi.org/10.35699/1983-3652.2021.34055

  • 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
    DOI: https://doi.org/10.35699/1983-3652.2021.34260