TECH's Advanced master’s degree in Digital Education and Gamification will allow students to acquire the most up-to-date knowledge in this unstoppable technological advance; a specialization of greater intensity, duration and educational impact, created to provide a highly qualified response to the most demanding professionals”

The program will allow students to master two of the trends of the moment: gamification and digital transformation. We are also aware that gamification is defined as action and, therefore, this program will not only be carried out by professionals who have successfully designed and implemented gamification in companies, groups and real students, solving current problems in companies, classrooms and real schools; but the students themselves will be integrated into a gamification scenario, so they can discover firsthand what it means to learn in a gamified environment. Furthermore, the digital resources modules will allow them to lead the educational transformation in their centers. 

If you belong to the business world, this program will be useful to design and implement gamification initiatives in departments such as human resources, marketing or sales. If you come from the educational world, it will allow you to lead educational innovation by mastering two of its main points: digital implementation and gamification. You will also learn how to design games and gamification scenarios that can then be marketed, thus multiplying your promotional opportunities and the development of your personal brand. 

This specialization helps professionals in this field to increase their ability to succeed, which results in better praxis and performance that will have a direct impact on educational outcomes, on the improvement of the educational system and on the social benefit for the whole community. 

An essential complement for those who want to enter the world of education, knowing the peculiarities of teaching, learning about the technological tools applied in the classroom within a curricular project. 

This Advanced master’s degree offers a broad and comprehensive vision of applying technology to education, starting from the most basic tools, following through to the development of teaching skills. 

It is an advance over the eminently pedagogical programs, focused on teaching, which do not address in depth the use of technology in educational contexts, without forgetting the role of teaching innovation. 

The approach provides a far deeper understanding of how technology works at the different educational levels, so that professionals, depending on their interests, can have various options for applying it in the workplace.

An Advanced master’s degree created especially for professionals seeking the highest qualification with the best didactic material, working on real cases and learning from the best professionals in the sector" 

This Advanced master’s degree in Digital Education and Gamification is the most comprehensive and up-to-date scientific program on the market. The primary features of the program are:

• Development of cases or situations presented by experts in the different specialties 
• Graphic, schematic, and highly practical contents 
• News, advances and new ways of working 
• Presentation of practical workshops on the application of the techniques and methodologies presented 
• Real high-resolution images in demonstrations 
• Practical exercises where the self-evaluation process can be carried out to improve learning 
• Algorithm-based interactive learning system for decision- making ability in the situations which are presented to the student 
• Theoretical lessons, questions for experts, discussion forums on controversial issues and individual reflection work 
• Content that is accessible from any fixed or portable device with an Internet connection 

This Advanced master’s degree may be the best investment you can make when choosing a refresher program for two reasons: In addition to updating your knowledge of Digital Education and Gamification, you will obtain a qualification from TECH Global University” 

The program’s teaching staff includes professionals from the sector who contribute their work experience to this training program, as well as renowned specialists from leading societies and prestigious universities.  

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive training programmed to train in real situations.  

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise during the academic year. For this purpose, the student will be assisted by an innovative interactive video system created by renowned and experienced experts.   

Take the opportunity to learn about the latest advances in Digital Education and Gamification and improve your teaching skills by mastering the latest techniques: the surest way to position yourself among the best"

Increase your decision-making confidence by updating your knowledge through this Advanced master’s degree program created to train the best"

The structure of the contents has been designed by a team of professionals from the best centers and universities in the country. Aware of the current relevance of the specialization, they have created a didactic path in which each topic will address one of the relevant aspects for the development of a highly competent professional. All this makes up a high format intensity and unmatched quality syllabus, which includes theory and state-of-the-art virtual practice, and that will propel you to the most complete level of mastery in this area. 

This Advanced master’s degree is an incomparable opportunity to obtain, in a single specialization, all the necessary knowledge in Digital Education and Gamification”

Module 1. Positioning the Board: Psychopedagic Aspects

1.1. The Learning Process

1.1.1. The Definition of Learning
1.1.2. The Characteristics of Learning

1.2. Cognitive Processes in Learning

1.2.1. Basic Processes
1.2.2. Superior Processes

1.3. Cognition and Meta-cognition in Learning

1.3.1. Cognition in Learning
1.3.2. Meta-cognition in Learning

1.4. Learning Assessment

1.4.1. Direct Assessment
1.4.2. Indirect Assessment

1.5. Learning Difficulties

1.5.1. Differences in Ability
1.5.2. Environmental Difficulties

1.6. The Role of Games in Development

1.6.1. The Social Role in Games
1.6.2. Therpeutic Games

1.7. The Role of Games in Learning

1.7.1. Learning Content
1.7.2. Procedural Learning

1.8. Educational Technology

1.8.1. The 4.0 School
1.8.2. Digital Skills

1.9. Technological Difficulties

1.9.1. Access to Technologies
1.9.2. Technological Skills

1.10. Technological Resources

1.10.1. Blogs and Forums
1.10.2. YouTube and Wikis

Module 2. Gamification Fundamentals How to Gamify and Not Die Trying

2.1. Gamifying

2.1.1. What is Gamifying?
2.1.2. What Is It Not?

2.2. The Working Brain: Behavior Models

2.2.1. What to Do? Behaviorism
2.2.2. Why Behave Like That? Cognitivism
2.2.3. Need Dopamine! Motivation

2.3. Reviewing History

2.3.1. Once Upon a Time... Games
2.3.2. What’s New Doc? Games Today

2.4. Move, move, move… Dynaics

2.4.1. Don’t Go There! - Game Restrictions and Limitations
2.4.2. Tell Me a Story: The Narrative
2.4.3. Put Heart into It: Emotions
2.4.4. Getting Older: Player Progress or Evolution
2.4.5. Being Worth It: Status and Recognition
2.4.6. Wow! You Too?: Social Relationships and Interactions

2.5. Can’t Do without Them... Mechanics!

2.5.1. Go for It!: Challenges and Objectives
2.5.2. Superman: Competition
2.5.3. The League of Extraordinary Gentlemen: Cooperation
2.5.4. How Did I Do? Feedback
2.5.5. My Precious: Rewards
2.5.6. My Turn!: Taking Turns

2.6. Three ‘People’, One Destiny: Classifying Players

2.6.1. Richard Bartle’s Theory: Betting at 4
2.6.2. Andrzej Mrczewski’s Theory: Raising to 5
2.6.3. Amy Jo Kim’s Theory: Leaving It at 4

2.7. To What End?

2.7.1. Motivation: You Like Me...
2.7.2. Loyalty: Stay with Me...
2.7.3. Optimization: If We Did Better...

2.8. Advantages of Gamification

Module 3. Game Elements and Mechanics

3.1. Playing with Concepts and Conceptualizing Games: An Introduction

3.1.1. What Are Game Mechanics?
3.1.2. Basic Concepts

3.2. Starting from the Beginning: Basic Mechanics

3.2.1. Game Frameworks

3.2.1.1. Grouping
3.2.1.2. Cooperation and Competition

3.2.2. Timing

3.3. Chance and You: Randomization Mechanics

3.3.1. Chance as a Resource
3.3.2. Possibility, Probability and Certainty

3.4. Together, but Not in Each Other’s Pockets: Mechanics and Interaction

3.4.1. Interaction and Non-interaction
3.4.2. Reach

3.5. No Game without This: Interacting with the System

3.5.1. Resources
3.5.2. Space Mechanics
3.5.3. Puzzles and Questions

3.6. No Game without This: Narratives and Role-playing Games

3.6.1. Social Mechanics
3.6.2. The Narrative

3.7. From Start to Finish: Reward and Completion Mechanics

3.7.1. Winning Conditions
3.7.2. Comparative Systems
3.7.3. Winning and Losing in Cooperative Games
3.7.4. Combinations

3.8. There Is Something Out There: Rewards beyond the Day-to-day

3.8.1. Classics
3.8.2. Other Forms of Reward

3.9. On Unforeseen Obstacles and Unexpected Mistakes: Problems and Difficulties

3.9.1. Where the Games Not Fun?
3.9.2. Chance and Controlling It
3.9.3. Snowballs and Wells
3.9.4. What Time Is It?
3.9.5. The Milkmaid’s Tale
3.9.6. Alphas, Betas and Trial Versions

Module 4. Ludification and Game-Based Learning (GBL)

4.1. Do You Know What We're Playing?

4.1.1. Differences between Ludification and Gamification
4.1.2. Ludification and Games
4.1.3. History of Games

4.2. What Do You Want to Play?

4.2.1. Game Objectives

4.2.1.1. Competitive Games
4.2.1.2. Collaborative Games

4.2.2. Game Elements

4.2.2.1. Board Games
4.2.2.2. Card Games
4.2.2.3. Dice Games
4.2.2.4. Pencil and Paper

4.3. Our Forefather’s Board Games

4.3.1. First Civilizations, First Games

4.3.1.1. Senet
4.3.1.2. Real Ur Game

4.3.2. Mancala
4.3.3. Chess
4.3.4. Backgammon
4.3.5. Parcheesi
4.3.6. Goose Game

4.4. Who Wants to Be a Millionaire?

4.4.1. The Game of Life

4.4.1.1. The Mansion of Happiness
4.4.1.2. The Checkered Game of Life
4.4.1.3. The Game of Life
4.4.1.4. What Do We Learn from The Game of Life about Values?

4.4.2. Monopoly

4.4.2.1. The Landlord’s Game
4.4.2.2. Finance and Others
4.4.2.3. Darrow’s Monopoly
4.4.2.4. Patents, Designs and What to Consider in Ludification

4.4.3. Scrabble

4.5. A Successful Game Has Been Written

4.5.1. Risk
4.5.2. Clue
4.5.3. Trivial Pursuit
4.5.4. Pictionary

4.6. War Games/Wargame and Simulating History

4.6.1. Origin: Avalon Hill
4.6.2. Maturity in Wargames
4.6.3. The CDG Revolution
4.6.4. Latest Trends in Wargames
4.6.5. Wargames Miniatures

4.7. Ring, Pencil and Paper Company

4.7.1. The Beginning
4.7.2. The Golden Age and First Controversies
4.7.3. The Narrative Role
4.7.4. Role-playing Games in the 21st Century

4.8. Once Upon a Time in America, Magic TCGs and Ameritrash

4.8.1. Magic TCGs

4.8.1.1. Magic, The Gathering
4.8.1.2. Other TCGs
4.8.1.3. LCGs

4.8.2. Ameritrash

4.8.2.1. Concept
4.8.2.2. Development

4.8.3. Mixing Hybrid Games

4.9. Beyond Cars and Sausages The Board Game Revolution in Germany

4.9.1. Germany Changes the Rules

4.9.1.1. The German Toy Industry
4.9.1.2. Social Consideration of Games in Germany
4.9.1.3. A Different Type of Game

4.9.2. Eurogames

4.9.2.1. Prehistory
4.9.2.2. The Settlers of Catan (aka Catan or Settlers)
4.9.2.3. Germans Conquering the World
4.9.2.4. The Golden Age of Eurogames
4.9.2.5. Eurogames and Education

Module 5. Gamification in Companies Human Resources, Marketing and Sales

5.1. Gamification in Companies

5.1.1. Why Gamify in Companies?
5.1.2. Gamification Superpowers (+)
5.1.3. Kryptonite in Gamification (-)

5.2. Increase Sales: That Is Why Company Gamification Was Born, Right? 
5.3. Marketing the Art of Desire

5.3.1. What’s Up? Communication
5.3.2. Want a Like! Social Networks

5.4. Gamifying Human Resources

5.4.1. Worth It! Talent Attention, Management and Retention
5.4.2. That’s Us! Consolidating Company Culture
5.4.3. I’m in! Motivation and Fulfilling Internal Bureaucracy

5.5. Why Not... Creditors!

Module 6. Gamification in Companies II: Team Management

6.1. How Do You Play?

6.1.1. General Concepts
6.1.2. Narratives for Joint Gamification
6.1.3. Gamified Task Management
6.1.4. Monitoring Actions

6.2. Everybody Plays Here

6.2.1. Motivation through Joint Challenges
6.2.2. Work Itinerary as a Shared Journey
6.2.3. Collaboration in the Digital Village

6.3. We’re Motivated

6.3.1. Locate the Nodes to Motivate the Entire Network
6.3.2. Transforming Repetitive Tasks into Stimulating Challenges
6.3.3. Transforming the Environment through Joint Actions
6.3.4. How to Make Collaboration a Win-Win for Everyone?
6.3.5. Possibilities for Turning a Minuscule Task into a Transformative Task
6.3.6. Informal Settings: Targeted Conversation Using Gamification Strategies

6.4. We Have Come Up with a Great Idea

6.4.1. History Evolves with Everyone's Participation
6.4.2. The Narrative Becomes Our Gantt Chart
6.4.3. Work Management through History Management

6.5. Running Up the Scorecard

6.5.1. Badges Focused on Management, Not on Awarding
6.5.2. A Power Card Is a Responsibility Card
6.5.3. Strategies for Establishing Channels to Leverage Management Autonomy

6.6. I Have Just Ignored the Screen

6.6.1. Level Concept within Joint Work
6.6.2. Possibilities for Distributing Functions Based on Different Levels

6.7. Council of the Wise

6.7.1. A Community that Works Cooperatively Also Learns Cooperatively
6.7.2. How to Link Individual Knowledge from Joint Narratives?
6.7.3. Formulas for Sharing knowledge, Teaching Internally and Motivating Key People

6.8. This Team Works because We Are Not Similar in Any Way

6.8.1. Work Roles Based on Game Roles
6.8.2. Features of the Different Roles in Shared Narratives
6.8.3. People Who Generate Stories: Narrative Twists from Individual Contributions

6.9. Magician Tricks

6.9.1. Transforming Control Panels into Gamified Scenarios
6.9.2. Online Applications and Gamification Management Apps
6.9.3. Virtual and Physical Environments: Relation and Connection

6.10. Let’s Count Up

6.10.1. Initial Assessment: Starting Point for Our Story
6.10.2. Processual Assessment: Evaluate Narrative Development to Assess Performance and Make Adjustments
6.10.3. Reviewing the Effectiveness
6.10.4. Reviewing Roles as a Formula for Assessing Individual Performance
6.10.5. Assessing Connections between Different Participants and Their Ability to Make the Processes Flow
6.10.6. Evaluating Challenge Fulfillment

6.10.6.1. Final Assessment Assembly
6.10.6.2. Celebrating Success Together

6.10.7. Measurable Results

6.10.7.1. Levels
6.10.7.2. Awards
6.10.7.3. Points

Module 7. How to Organize a Digital School

7.1. Before Starting

7.1.1. Education in Digital Society
7.1.2. What Is n Digital School?

7.2. The School Institution in Digital Society

7.2.1. The Management Team’s Drive
7.2.2. The Fundamental Role of Educators
7.2.3. Families and Schools in Digital Society

7.3. Students Belonging to iGeneration or Generation Z

7.3.1. Myths and Reality about Digital Natives
7.3.2. Education in Digital Society
7.3.3.  M-learning
7.3.4. The Trojan Horse?

7.4. What Does My Center Need?

7.4.1. Educational Philosophy
7.4.2. “He Who Reads and Walks a Lot, Sees and Knows a Lot”

7.5. Analyzing before Starting

7.5.1. Priorities
7.5.2. Key Decisions

7.5.2.1. Trolleys or 1:1 Ratio?
7.5.2.2. What Model to Choose?
7.5.2.3. IDP or TV? Neither?

7.5.3. Plan

7.6. Design as the Key to Implementation

7.6.1. Data Executive Prevention (DEP)
7.6.2. What Are Managed Apple IDs?
7.6.3. Device Management Systems
7.6.4. Apple School Manager
7.6.5. Buying in Bulk

7.7. The Importance of a Good Foundation: Development

7.7.1. Connectivity
7.7.2. Humans: The Educational Community
7.7.3. Organization
7.7.4. Training

7.8. Why Choose an iPad for the Classroom?

7.8.1. Technopedagogic Criteria
7.8.2. Other Considerations
7.8.3. Typical Objections

7.9. Treasure Maps

7.9.1. Apple's Office Suite

7.9.1.1. Pages
7.9.1.2. Keynote
7.9.1.3. Numbers

7.9.2. Multimedia Creation Apps

7.9.2.1. iMovie
7.9.2.2. Garage Band

7.9.3. The Class in the Hands of the Teacher

7.9.3.1. Teaching Management: Classroom
7.9.3.2. iTunes U as a Virtual Learning Environment

7.9.4. Swift Playgrounds and LEGO

7.10. Assessment and Program Continuity

7.10.1. Untimely Assessment
7.10.2. New Cycle Commitments

Module 8. New Times, New Students

8.1. New Times, New Students

8.1.1. Digital Age Learner Virtualities and Limits
8.1.2. PISA as a Benchmark for Current Education
8.1.3. Other Benchmarks for Current Education

8.2. Competent but Happy Too

8.2.1. Digital Competence as Transverse Axis Learning
8.2.2. Digital Competence Dimensions
8.2.3. Searching for Happiness on Google, Not to Be Found

8.3. Active and Independent Students

8.3.1. Project-Based Learning in the Digital Context
8.3.2. Other Active Methodologies
8.3.3. Independent Learning in the 21st Century

8.4. You Can’t Do It on Your Own, You Can with Friends

8.4.1. Key Elements in Cooperative Learning in the Digital Context
8.4.2. Google Suit in Cooperative Learning

8.5. Creative and Communicative Students

8.5.1. Digital Narration
8.5.2. Audiovisual Format
8.5.3. Flipped Classroom

8.6. Are Our Students Sufficiently Stimulated?

8.6.1. Resources to Speak the Same Language as the Students Do
8.6.2. Digital Interactive Whiteboards: Good Practices
8.6.3. To Project or Not to Project, That Is the Question

8.7. Enemies of Boredom

8.7.1. Contests and Challenges
8.7.2. Characters, Plots and Powers

8.8. Like, Share, Comment

8.8.1. Social Networks
8.8.2. Social Learning Environments and Gamification Platforms

8.9. Giving Feedback

8.9.1. Skills Assessment
8.9.2. Self-assessment and Co-assessment
8.9.3. Gamified Hetero Assessment

8.10. Playable Demos

8.10.1. In the Classroom
8.10.2. At Home
8.10.3. Board Games

Module 9. Teachers in the Digital School

9.1. Rethinking Education: Aiming toward 2030 Society

9.1.1. What Education Do We Need in the 21st Century?
9.1.2. Education for Global Citizenship
9.1.3. The Digital Role in School
9.1.4. Challenges and Objectives for the Education of the 21st Century

9.2. Teacher Digital Competence

9.2.1. Being Competent in Education
9.2.2. Digital Educational Technology
9.2.3. Distribution Models of ICT to School ICT Distribution Models in Schools
9.2.4. Teacher Digital Competence

9.3. Teacher Training in the Digital School

9.3.1. Teacher Training: A Brief State of Play
9.3.2. Teacher Role in the 21st Century
9.3.3. Teacher Skills in the Digital School
9.3.4. Digital Teaching Competence Portfolio

9.4. The Inefficiency of the Lone Teacher

9.4.1. The Education Project and the Curricular Project
9.4.2. Work Group Culture
9.4.3. Technology at the Service of Cooperative Work: Management, Training and Collaboration

9.5. TPACK: A Model for Today's Teachers

9.5.1. The TPACK Model
9.5.2. Knowing How to Use the TPACK Model
9.5.3. Implementing the TPACK Model

9.6. Creative and Communicative Materials

9.6.1. Digital Narration in the Classroom
9.6.2. Digital Books in School
9.6.3. Creating Open Educational Resources
9.6.4. Visualizing Thoughts and Ideas
9.6.5. Video Narration
9.6.6. Video Games

9.7. Assessment in the Digital Era

9.7.1. Toward Authentic Learning Assessment
9.7.2. Technology in Assessment
9.7.3. Assessment Tools with Educational Technology
9.7.4. Electronic Rubric Assessment

9.8. Teacher Student Communication through Digital Platforms

9.8.1. Introduction to Virtual Platforms in Education
9.8.2. Pedagogic Dimensions in Virtual Classrooms
9.8.3. Didactic Planning for Virtual Classrooms
9.8.4. Platforms to Create Virtual Classrooms

9.9. Families and Schools: Breading the Digital Gap

9.9.1. The Role of the Family in the Digital School
9.9.2. The Importance of Relationships and in the Educational Environment
9.9.3. Family School Communication Platforms

9.10. Teaching Resources in the Age of Knowledge

9.10.1. Teaching How to Think through the Curriculum
9.10.2. Bloom's Taxonomy for the Digital Age
9.10.3. The Integrated Didactic Unit as a Planning Tool
9.10.4. Redesigning Exams as an Assessment Tool

Module 10. Case Studies

10.1. What’s Up Doc? The Need for Innovation
10.2. Let's Play Flipped Classroom: Innovation Approach and Objectives in the Classroom: Gamification with Flipped Classroom
10.3. How to Design Clio Wars and Not Die Trying: Tools Part I Designing Gamifications

10.3.1. Narrative Videos
10.3.2. Monitoring
10.3.3. Rewards

10.4. How to Design Clio Wars and Not Die Trying: Tools Part II Designing Gamifications
10.5. Bricolage in Gamification Maintenance, Assessment and Updating in Clio Wars
10.6. Playing with History Part I. Creating Games to Learn in Class: Cour Des Miracles (Court of Miracles)
10.7. Playing with History Part II. Creating Games to Learn in Class Arrow of Time and The War to End All Wars
10.8. Knock, Knock, Knocking on the Escape Room Door Designing an Escape Room in Class and Implementing It into Gamification
10.9. Upside Down, Inside Out Elaborating Video Lessons
10.10. Video Killed the Radio Star Working with Video Lessons

Module 11. The Digital Learning Model

11.1. Defining Learning

11.1.1. Understanding Learning
11.1.2. Types of Learning

11.2. Evolution of Psychological Processes in Learning

11.2.1. Origin of Psychological Processes in Learning
11.2.2. Evolution of Psychological Processes in Learning

11.3. The Educational Context

11.3.1. Features of Non-formal Education
11.3.2. Features of Formal Education

11.4. Educational Technology

11.4.1. The 4.0 School
11.4.2. Digital Skills

11.5. Technological Difficulties

11.5.1. Access to Technologies
11.5.2. Technological Skills

11.6. Technological Resources

11.6.1. Blogs and Forums
11.6.2. YouTube and Wikis

11.7. Distance Learning

11.7.1. Defining Characteristics
11.7.2. Advantages and Disadvantages over Traditional Teaching

11.8. Blended Learning

11.8.1. Defining Characteristics
11.8.2. Advantages and Disadvantages over Traditional Teaching

11.9. E-learning

11.9.1. Defining Characteristics
11.9.2. Advantages and Disadvantages over Traditional Teaching

11.10. Social Media

11.10.1. Facebook and Psychology
11.10.2. Twitter and Pyschology

Module 12. New Teaching Models

12.1. Traditional Teaching

12.1.1. Advantages and Disadvantages
12.1.2. New Teaching Challenges

12.2. Education 4.0

12.2.1. Advantages and Disadvantages
12.2.2. The Need to Recycle

12.3. Communication Model 4.0 

12.3.1. Giving Up Lecturing
12.3.2. Interoperability in the Classroom

12.4. New Teaching Challenges

12.4.1 Continuous Teacher Training
12.4.2. Learning Assessment

12.5. Externalizing Teaching

12.5.1. Exchange Programs
12.5.2. The Colaborative Network

12.6. Internet and Traditional Education

12.6.1. Challenges of Book-based Education
12.6.2. Augmented Reality in Class

12.7. New Teacher Role 4.0

12.7.1. Energizing the Class
12.7.2. Content Manager

12.8. New Student Role 4.0 

12.8.1. Changing from Passive to Active Models
12.8.2. Introducing Cooperative Models
12.8.3. Content Creation for Teachers
12.8.4. Interactive Materials
12.8.5. Reference Sources

12.9. New Learning Assessment

12.9.1. Technology Product Evolution
12.9.2. Students Elaborating Content

Module 13. Google GSuite for Education

13.1. The Google Classroom

13.1.1. History of Google
13.1.2. Who Google is Today
13.1.3. The Importance of Partnering with Google
13.1.4. Catalogue of Google Apps
13.1.5. Summary

13.2. Google and Education

13.2.1. Implication of Google in Education
13.2.2. Application Procedures at Your Center
13.2.3. Versions and Types of Technical Support
13.2.4. First Steps with the Management Console GSuite
13.2.5. Users and Groups
13.2.6. Summary

13.3. GSuite, Advanced Use

13.3.1. Profiles
13.3.2. Reports
13.3.3. Role of Administrator
13.3.4. Device Administration
13.3.5. Security/safety
13.3.6. Domains
13.3.7. Data Migration
13.3.8. Groups and Mailing Lists
13.3.9. Privacy Policy and Data Protection
13.3.10. Summary

13.4. Tools for Information Search in the Classroom

13.4.1. Google Search
13.4.2. Advanced Information Search
13.4.3. Integration of the Search Engine
13.4.4. Google Chrome
13.4.5. Google News
13.4.6. Google Maps
13.4.7. YouTube
13.4.8. Summary

13.5. Google Tools for Communication in the Classroom

13.5.1. Introduction to Google Classroom
13.5.2. Instructions for Teachers
13.5.3. Instructions for Students
13.5.4. Summary

13.6. Google Classroom: Advanced Uses and Additional Components

13.6.1. Advanced Uses of Google Classroom
13.6.2. Flubaroo
13.6.3. FormLimiter
13.6.4. Autocrat
13.6.5. Doctopus
13.6.6. Summary

13.7. Tools for Organizing Information

13.7.1. First Steps in Google Drive
13.7.2. File and Folder Organization
13.7.3. Share Files
13.7.4. Storage
13.7.5. Summary

13.8. Tools for Cooperative Working with Google

13.8.1. Calendar
13.8.2. Google Sheets
13.8.3. Google Docs
13.8.4. Google Presentations
13.8.5. Google Forms
13.8.6. Summary

Module 14. ICTs: Practical and Interactive Applications

14.1. New Technologies in Education

14.1.1. The Educational Context 2.0
14.1.2. Why use ICT?
14.1.3. The Digital Competencies of Teachers and Students
14.1.4. Summary

14.2. ICT in the Classroom and its Application

14.2.1. Digital Book
14.2.2. Digital Whiteboard
14.2.3. Digital Backpack
14.2.4. Mobile Devices
14.2.5. Summary

14.3. ICT on the Web and its Application

14.3.1. Information Browsing, Searching and Filtering
14.3.2. Educational Software
14.3.3. Guided Activities on the Internet
14.3.4. Educational Blogs and Web Pages
14.3.5. Language and Literature Teacher's Wikis
14.3.6. Learning Platforms: Moodle and Schoology
14.3.7. Google Classroom
14.3.8. Google Docs
14.3.9. MOOCs
14.3.10. Summary

14.4. Social Networks and their applications in Teaching

14.4.1. Introduction to Social Networks
14.4.2. Facebook.
14.4.3. Twitter
14.4.4. Instagram
14.4.5. LinkedIn
14.4.6. Summary

14.5. New Classroom Methodologies

14.5.1. Outlines, Concept, and Mind Maps
14.5.2. Infographics
14.5.3. Presentations and Moving Texts
14.5.4. Creating Videos and Tutorials
14.5.5. Gamification
14.5.6. Flipped Classroom
14.5.7. Summary

14.6. Designing Collaborative Activities

14.6.1. Creation of Collaborative Activities
14.6.2. Reading and Writing with ICT
14.6.3. Expanding Dialogue and Reasoning Skills with ICTs
14.6.4. Attention to Group Diversity
14.6.5. Scheduling and Monitoring of Activities
14.6.6. Summary

14.7. ICT Assessment

14.7.1. Assessment Systems with ICT
14.7.2.  e-Portfolio
14.7.3. Self-Assessment, Peer Assessment and Feedback
14.7.4. Summary

14.8. Possible Online Risks

14.8.1. Filtering Information and Infoxication
14.8.2. Online Distractors
14.8.3. Activity Tracking
14.8.4. Summary

14.9. My ICT Resources

14.9.1. Storage and Retrieval of Resources, Materials, and Tools
14.9.2. Updating Resources, Materials, and Tools
14.9.3. Summary

Module 15. ICTs in Academic Guidance

15.1. Technology in Education

15.1.1. History and Evolution of Technologies
15.1.2. New Challenges
15.1.3. Summary

15.2. The Internet in Schools

15.2.1. History and First Years of the Internet
15.2.2. The Impact of the Internet on Education
15.2.3. Summary

15.3. Devices for Teachers and Students

15.3.1. Devices in the Classroom
15.3.2. The Electronic Whiteboard
15.3.3. Devices for Students
15.3.4. Tablet Computers
15.3.5. 7 Ways to Use Mobile Devices in the Classroom
15.3.6. Summary

15.4. Online Tutoring

15.4.1. Why Tutor Online?
15.4.2.  Student Adaptation
15.4.3. Advantages and Disadvantages
15.4.4. Tutor Tasks
15.4.5.  Implementation
15.4.6.  Summary

15.5. Creativity in Schools

15.5.1. Creativity in Schools
15.5.2. Practical Lateral Thinking
15.5.3. The First Technological Teachers
15.5.4. The New Teacher Profile
15.5.5. Summary

15.6. Parents and Teachers as Digital Migrants

15.6.1. Digital Natives vs. Digital Migrants
15.6.2. Technological Training for Digital Migrants
15.6.3. Digital Native Development and Enhancement
15.6.4. Summary

15.7. Using New Technologies Responsibly

15.7.1. Privacy
15.7.2. Data Protection
15.7.3. Cyber Crime
15.7.4. Summary

15.8. Addiction and Pathologies

15.8.1. The Definition of Technology Addiction
15.8.2. Avoiding Addiction
15.8.3. How to Overcome Addiction?
15.8.4. New Technology-induced Pathologies
15.8.5. Summary

15.9. Some Projects and Experiences in Guidance and ICTs

15.9.1. Introduction
15.9.2. “My vocational e-portfolio” (MYVIP)
15.9.3. MyWayPass.  Free Online Platforms for Decision-Making
15.9.4. At the Ring of a Bell
15.9.5. Socio-school
15.9.6. Orientaline
15.9.7. Virtual Student Lounge
15.9.8. Summary

15.10. Some Digital Resources for Education Guidance

15.10.1. Introduction
15.10.2. Associations and Portals of Interest in the Field Guidance
15.10.3. Blogs
15.10.4. Wikis
15.10.5. Professional Social Networks Academic and Occupational Guidance Institutions
15.10.6. Facebook Groups
15.10.7. Guidance Apps
15.10.8. Interesting Hashtags
15.10.9. Other ICT Resources
15.10.10. Personal Learning Environments in Guidance: OrientaPLE

Module 16. Digital Identity and Branding

16.1. Digital Identity

16.1.1. Definition of Digital Identity
16.1.2. Managing Digital Identity in Teaching
16.1.3. Scope of Application in Digital Identity
16.1.4. Summary

16.2. Blogs

16.2.1. Introduction to Teaching Blogs
16.2.2. Blogs and Digital Identity
16.2.3. Summary

16.3. Digital Identity Roles

16.3.1. Student Digital Identity
16.3.2. Teacher Digital Identity
16.3.3. Summary

16.4. Branding

16.4.1. What Digital Branding Is
16.4.2. How Digital Branding Works
16.4.3. Summary

16.5. How to Position Oneself in Digital Teaching

16.5.1. Introduction to SEO
16.5.2. Positioning a Blog
16.5.3. Introduction to Personal Branding
16.5.4. Successful Cases of Teacher Branding
16.5.5. Typical Uses
16.5.6. Summary

16.6. Online Reputation

16.6.1. Online Reputation vs. Real-world Reputation
16.6.2. Online Reputation in Teaching
16.6.3. Online Reputation Crisis Management
16.6.4. Summary

16.7. Digital Communication

16.7.1. Digital Communication
16.7.2. Personal Communication and Digital Identity
16.7.3. Corporate Communication and Digital Identity
16.7.4. Teaching Communication Tools
16.7.5. Teaching Communication Protocols
16.7.6. Summary

16.8. Communication Tools

16.8.1. Communication Plan
16.8.2. Instant Messaging Managers
16.8.3. E-mail
16.8.4. The Digital Agenda on New Platforms
16.8.5. Video Conferences
16.8.6. Summary

16.9. ICT Assessment

16.9.1. Assessment Systems with ICT
16.9.2. The e-Portfolio
16.9.3. Self-assessment, Peer Assessment, and Feedback
16.9.4. Summary

16.10. Material Management Resources

16.10.1. Storage and Retrieval of Resources, Materials, and Tools
16.10.2. Updating Resources, Materials, and Tools
16.10.3. Summary

Module 17. Social Networks and Blogs in Teaching

17.1. Social Networks

17.1.1. Origin and Evolution
17.1.2. Social Networks for Teachers
17.1.3. Strategy, Analytics and Content
17.1.4. Summary

17.2. Facebook

17.2.1. The Origin and Evolution of Facebook
17.2.2. Facebook Pages for Teacher Outreach
17.2.3. Groups
17.2.4. Facebook Search and Databases
17.2.5. Tools
17.2.6. Summary

17.3. Twitter

17.3.1. The Origin and Evolution of Twitter
17.3.2. Twitter Profiles for Teacher Outreach
17.3.3. Twitter Search and Databases
17.3.4. Tools
17.3.5. Summary

17.4. LinkedIn

17.4.1. The Origin and Evolution of LinkedIn
17.4.2. Teacher Profiles on LinkedIn
17.4.3. LinkedIn Groups
17.4.4. LinkedIn Search and Databases
17.4.5. Tools
17.4.6. Summary

17.5. YouTube

17.5.1. The Origin and Evolution of YouTube
17.5.2. YouTube Channels for Teacher Outreach
17.5.3. Tool for YouTube
17.5.4. Summary

17.6. Instagram

17.6.1. The Origin and Evolution of Instagram
17.6.2. Instagram Profiles for Teacher Outreach
17.6.3. Tools
17.6.4. Summary

17.7. Multimedia Content

17.7.1. Photography
17.7.2. Infographics
17.7.3. Videos
17.7.4. Live Videos
17.7.5. Summary

17.8. Blogs and Social Network Management

17.8.1. Basic Rules in Social Network Management
17.8.2. Uses in Teaching
17.8.3. Content Creation Tools
17.8.4. Tools in Social Network Management
17.8.5. Social Network Tricks
17.8.6. Summary

17.9. Analytics Tools

17.9.1. What to Analyze
17.9.2. Google Analytics
17.9.3. Summary

17.10. Communication and Reputation

17.10.1. Source Management
17.10.2. Communication Protocols
17.10.3. Crisis Management
17.10.4. Summary

Module 18. The Apple Environment in Education

18.1. Mobile Devices in Education

18.1.1. M-learning
18.1.2. A Problematic Decision

18.2.    Why Choose an iPad for the Classroom?

18.2.1. Technopedagogic Criteria
18.2.2. Other Considerations
18.2.3. Typical Objections

18.3. What Does My Center Need?

18.3.1. Educational Philosophy
18.3.2. “He Who Reads and Walks a Lot, Sees and Knows a Lot”

18.4. Designing Our Own Model

18.4.1. Priorities
18.4.2. Key Decisions

18.4.2.1. Trolleys or 1:1 Ratio?
18.4.2.2. What Model to Choose?
18.4.2.3. IDP or TV? Neither?

18.4.3. Plan

18.5. The Apple Educational Ecosystem

18.5.1. Data Executive Prevention (DEP)
18.5.2. Device Management Systems
18.5.3. What Are Managed Apple IDs?
18.5.4. Apple School Manager

18.6. Other Critical Factors in Development

18.6.1. Technical Factors: Connectivity
18.6.2. Human Factors: The Educational Community
18.6.3. Organization

18.7. The Class in the Hands of the Teacher

18.7.1. Teaching Management: Classroom and iDoceo
18.7.2. iTunes U as a Virtual Learning Environment

18.8. Treasure Maps

18.8.1. Apple's Office Suite

18.8.1.1. Pages
18.8.1.2. Keynote
18.8.1.3. Numbers

18.8.2. Multimedia Production Apps

18.8.2.1. iMovie
18.8.2.2. Garage Band

18.9. Apple and Emerging Methodologies

18.9.1. Flipped Classroom Explain Everything and EdPuzzle
18.9.2. Gamification: Kahoot and Plickers

18.10. Everyone Can Program

18.10.1. Swift Playgrounds
18.10.2. Untimely Assessment

Module 19. Technological Innovation in Education

19.1. Advantages and Disadvantages of the use of Technology in Education

19.1.1. Technology as a Means of Education
19.1.2. Advantages of Use
19.1.3. Inconveniences and Addictions
19.1.4. Summary

19.2.  Educational Neurotechnology

19.2.1. Neuroscience
19.2.2. Neurotechnology
19.2.3. Summary

19.3. Programming in Education

19.3.1. Benefits of Programming in Education
19.3.2. Scratch Platform
19.3.3. Confection of the First Hello World
19.3.4. Commands, Parameters and Events
19.3.5. Export of Projects
19.3.6. Summary

19.4. Introduction to the Flipped Classroom

19.4.1. On what is it based?
19.4.2. Examples of use
19.4.3. Video Recording
19.4.4. YouTube
19.4.5. Summary

19.5. Introduction to Gamification

19.5.1. What is Gamification?
19.5.2. Gamification Tools
19.5.3. Success Stories
19.5.4. Summary

19.6. Introduction to Robotics

19.6.1. The Importance of Robotics in Education
19.6.2. Arduino (Hardware)
19.6.3. Arduino (Programming Language)
19.6.4. Summary

19.7. Introduction to Augmented Reality

19.7.1. What is AR?
19.7.2. What are the Benefits in Education?
19.7.3. Summary

19.8.  How to Develop your own AR Applications?

19.8.1. Professional Augmented Reality
19.8.2. Unity/Vuforia
19.8.3. Examples of use
19.8.4. Summary

19.9. Samsung Virtual School Suitcase

19.9.1. Immersive Learning
19.9.2. The Backpack of the Future
19.9.3. Summary

19.10. Tips and Examples of Use in the Classroom

19.10.1. Combining Innovation Tools in the Classroom
19.10.2. Real Examples
19.10.3. Summary

Module 20. ICT as a Management and Planning Tool

20.1. ICT Tools in the Center

20.1.1. Disruptive Factors in ICTs
20.1.2. ICT Objectives
20.1.3. Good Practice in the Use of ICTs
20.1.4. Criteria for Choosing Tools
20.1.5. Data Protection
20.1.6. Safety
20.1.7. Summary

20.2. Communication

20.2.1. Communication Plan
20.2.2. Instant Messaging Managers
20.2.3. Video Conferences
20.2.4. Remote Device Access
20.2.5. School Management Platforms
20.2.6. Other Means
20.2.7. Summary

20.3. E-mail

20.3.1. E-mail Management
20.3.2. Replying and Forwarding
20.3.3. Signatures
20.3.4. Classifying and Tagging Emails
20.3.5. Rules
20.3.6. Email Lists
20.3.7. Aliases
20.3.8. Advanced Tools
20.3.9. Summary

20.4. Document Generation

20.4.1. Word Processors
20.4.2. Spreadsheets
20.4.3. Forms
20.4.4. Corporate Image Templates
20.4.5. Summary

20.5. Task Management Tools

20.5.1. Task Management
20.5.2. Lists
20.5.3.Tasks
20.5.4. Notices
20.5.5. Approaches to Use
20.5.6. Summary

20.6 Calendar

20.6.1. Digital Calendars
20.6.2. Events
20.6.3. Meetings and Appointments
20.6.4. Invitations and Attendance Confirmation
20.6.5. Links to Other Tools
20.6.6. Summary

20.7 Social Networks

20.7.1. Social Networks and the Center
20.7.2. LinkedIn
20.7.3. Twitter
20.7.4. Facebook
20.7.5. Instagram
20.7.6. Summary

20.8 Introduction and Parameter Setting for Alexia

20.8.1. What is Alexia?
20.8.2. Applying and Registering the Center on the Platform
20.8.3. Alexia: First Steps
20.8.4. Alexia: Technical Support
20.8.5. Center Configuration
20.8.6. Summary

20.9. Licensing and Administrative Management on Alexia

20.9.1. Access Permission
20.9.2. Roles
20.9.3. Billing
20.9.4. Sales
20.9.5. Formative Cycles
20.9.6. Extracurricular Activities and Other Services
20.9.7. Summary

20.10. Alexia Teacher Training

20.10.1. Areas (Subjects)
20.10.2. Assessing
20.10.3. Taking Attendance
20.10.4. Agenda/Calendar
20.10.5. Communication
20.10.6. Interviews
20.10.7. Sections
20.10.8. Students
20.10.9. Birthdays
20.10.10. Links
20.10.11. Mobile APP
20.10.12. Uses
20.10.13. Summary

A unique, key, and decisive master’s degree experience to boost your professional development”