ICT training for educators of Granada for working with people with autism.

Background: Innovative methodologies based on Information and Communication Technology (ICT) are a tested and motivating option for working with people with autism. Their use, however, should not be indiscriminatory and arbitrary, but didactic and appropriate.

Objective: We aimed to discover the training in ICT they had, its frequency of use, and the types of digital resources that they used.

Opinions, training and requirements regarding ICT of educators in Florence and Granada for students with functional diversity.

Information and communication technology (ICT) is a means of learning for people with functional diversity (FD), in the context of both formal and non-formal education. These digital options favor their inclusion, participation and motivation, so having competent professionals in the field of educational technology is crucial for the full development of this population. Within this framework, the opinion, training and requirements regarding ICT of 809 educators in Florence (Italy) and Granada (Spain) were analyzed, following a quantitative study, with a non-experimental, descriptive, cross-sectional and comparative design.

ICT Training Perception of Professionals in Functional Diversity in Granada.

Training in Information and Communication Technologies (ICTs) has become very valuable in the current educational panorama, given the proliferation of digital resources available in the formal and non-formal education context. Fortunately, the field of attention to diversity has also benefited from it. For this reason, it is essential that the professionals who attend to people with functional diversity have a good attitude towards them, as well as training in accordance with their requirements.

Functionality of Apps for People with Autism: Comparison between Educators from Florence and Granada.

Background: Studies on the potential of smartphone apps for people with autism are currently increasing in number, given the large digital supply available and the benefits they offer. We analyzed the opinion of educators from Florence (Italy) and Granada (Spain) regarding the benefits and applicability of apps, frequency of their use, and the type of apps used for people with autism.

Methods: The study involved 1261 professionals, of whom 286 worked with apps, using a non-experimental quantitative design, descriptive and frequency statistics, parametric inferential analyses (Student's and one-factor ANOVA), and calculation of the effect size (Cohen's and eta squared) and intrafactorial correlations.

Active Methodologies in Physical Education: Perception and Opinion of Students on the Pedagogical Model Used by Their Teachers.

The teaching of physical education today still incorporates innovative methodologies in order to create quality physical education. This article sets out to describe which pedagogical model is used in the initial training of physical education teachers at the University of Granada, from the perspective of the students. The study adopted an exploratory, descriptive and comparative research design, applying a survey to a sample of 303 physical education students.

Active Methodologies in Higher Education: Perception and Opinion as Evaluated by Professors and Their Students in the Teaching-Learning Process.

The goal of this study is both to determine the opinion that professors and students at the university have of active methodologies and to describe the perception and opinion of the modes of organization, methodological focuses, and evaluation systems that define the teaching-learning process. On surveying the professors and the students in their classes, we found significant differences in 32 of the 92 variables in common. The content of these results shows that professors and students are believe they are making progress toward a learning-centered model, that implementation of active methodologies implies new functions in their teaching practice.