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The genus Hoplosauris Butler 1882 is reviewed and redefined. Species belonging to the genera Notholoba syn. nov. and Physoloba Warren (1908) are incorporated into Hoplosauris, and the species Physoloba griseofasciata is maintained Physoloba as its type species. The following eight species are recognized in Hoplosauris: H. heliconoides Butler, 1882; H. schausi (Warren 1908) comb. nov.; H. valeria Butler 1893; H. indistincta (Butler, 1882) comb. nov.; H. macarenae Parra sp. nov.; H. granitata (Fletcher 1953) comb. nov.; H. pachrophylloides Parra sp. nov.; H. mabillei Parra sp. nov. Synapomorphic characters supporting monophyly of Hoplosauris include vesicle of anal margin of the male hindwings small, corpus bursae striated, internal surface of corpus bursae with microspines, and valvae with androconia subapically. Adult wing patterns and genitalia are illustrated, and geographic distributions discussed.

The use of videogames in the educational area has taken a bigger role among kids, adolescents and adults, being considered a relevant element, leaving behind its playful look at leisure. Particularly in Chile, thanks to the integration of ICT, several tools like didactic presentation programs or mobile apps facilitate the teaching and learning process of a second language like English. The aim of this research is to describe the design of an educative videogame and to describe the validation process of the Word-y contents which are associated to learning vocabulary in English. The design has been developed using the incremental prototype model’ using the free version of Construct2 software. As projections, the future work implies improve the first prototype applying a content survey to 30 English teachers and educational informatics experts.

This article describes an experience of the use of Personal Learning Environment (PLE)-Portfolio to compile various digital artifacts in virtual spaces, which represent a theoretical content learning process associated with knowledge, in a competency-based context, using a variety of Web 2.0 tools. Based on the Learning Spiral as a framework for curriculum design in connectivisim and in the co-association, it was created lessons, activities, and projects in order to create dynamic learning situations that contribute to the development of thinking skills and mental habits of first-year college students of technical engineering education at the Higher Technical Network Administration and Computational Support of the Lota Arauco Technical Training Center at the University of Concepción. To analyze the experience, it was proposed an evaluation model that was built using ICT, evaluative principles, a defined competencies standard, evidence and types of ICT assessment. As data instrument collection, rubrics were used that allowed to determine what students did with and without ICT. Main results of this experience are the generation of a methodological and evaluative model that facilitates theoretical learning, from the paradigm of learning using ICT, for example to promote higher competencies development in students, incorporating ICT seamlessly into a learning activity, increasing motivation and collaborative work in the physical and virtual classrooms.

With the incorporation of Information and Communication Technologies (ICT) in education, especially the Interactive Whiteboard (IWB), the need for a proper teacher training process emerges in order to adjust the integration and didactic use of this tool in the classroom. This paper discusses the teachers| perception on the training process for ICT integration. Its main aim is to contribute to the unification of minimum criteria for effective ICT implementation in any training process for active teachers. This case study begins from the development of a training model called Eduticom which was put into practice in four schools in Catalonia, Spain. Findings indicated different teachers| needs such as an appropriate infrastructure, a proper management and a flexible training model which essentially addresses methodological and didactic aspects of IWB use in the classroom.

This article presents some results obtained partially during the first year of the TYMMI project. TYMMI’s aim is to strengthen the professional performance of pre-service teachers in the real classroom. Through the design of a free immersive virtual world Open Sim we have developed a technology readiness for 27 pre-service high school English teachers who are preparing their career at Universidad Católica de la Santísima Concepcion, in Chile. Initial results show some evidence of working in a three dimensional environment and in a virtual learning platform (called EV@ supported by Moodle) through Sloodle. One of the first findings we have gathered are: motivation for using these environments, strengthening ICT skills, and also technological difficulties for the development of the academic activities of interaction during teaching practices.

With the incorporation of Information and Communication Technologies (ICT) in education, especially the interactive whiteboard (IWB), the need for a proper teacher training process emerges in order to adjust the integration and didactic use of this tool in the classroom. This paper explores how they use the IWB in their teaching and learning methodology and their perceptions about the integration of this technology. Our sample consisted of 80 teachers from 14 schools in Catalonia, Spain, who work with IWB in kindergarten and primary education. This paper reports a case-study with a mixed-method design. The data was collected by systematic observations and questionnaires to teachers. Data analysis offers evidence that teachers request more training and pedagogical time to create didactic material, although they showed security on the instrumental control of the IWB. There is a clear relationship between the use of IWB in classrooms and pupils’ enhanced motivation and their attention into the content of the lessons. Furthermore, we conclude that IWB use in classrooms can provide an appropriate environment to encourage the creation of a shared space and the generation of a fluent oral communication involving both teacher and pupils in the learning process.

The impact of the information and communication technologies (ICT) has become the core of a change that involves most of the society fields, consequently, the technological and informational literacy are essential requirements in education. The research is a quasi-experimental and ex-post-facto study in schools from Spain. The aim was to describe and analyse the involvement showed by 219 students who participated in a development of ICTs project named Ponte dos Brozos. The research objective was to respond if the students who usually worked with ICT, had better knowledge and management with computing tools, and if they are better prepared in researching and selecting information. Results showed that students who have a higher contact with ICTs know about the technology and how to use it, also, better knowledge and control of the computer and operative systems, a high information management level trough the internet, although their literacy in information is devoid.

Considering multi difficulties that determine the labor of rural teachers who perform their teaching practices in semi-isolated contexts, it is necessary to provide them a supportive system which favors their pedagogical performances to benefit rural students’ education. The aim of this phenomenological study is to describe and analyze how e-mentoring can strengthen pedagogical performances of primary rural teachers with complex geographical accesses in Chile, exploring the subjective experiences of four couples of teachers and mentors that take place in this process by e-mail relationship. Results show the necessity of considering the accompaniment as a horizontal pedagogical assistance which can be influenced by the technological resources availability, identifying an adequate profile of e-mentor to influence teacher adherence to the process, such as his communicative style, empathy, pedagogical and cognitive skills. Finally, this investigation allows projecting a viable model to be applied as support for rural education with access to Internet resource.

The aim of this study was to describe and analyze the involvement showed by 190 students who participated in an introduction to Information and Communication Technologies (ICT) project, in public schools from Spain. By means of an Internet browsing test, access and information selection processes were afforded. The purpose of the study was to explore whether students who usually worked with ICT in their classrooms, had better knowledge and management with computing tools, and if they are better prepared to research and select information. Results show that students of elementary and secondary education, who have a greater contact with ICT, but not specifically introduced to searching for information on the Internet, know how to use the technology. All these students show better knowledge and control of the computer as well as presenting better Web literacy skills. Although they found, organized, used and assessed the information better their literacy in Web information is missing key skills, especially in analyzing, assessing and summarizing information.

Mobile devices are efficient tools of language learning since they enable students to learn and practice anywhere and anytime with personalized content and progress. The article analyzes the incorporation of the use of mobile devices for teaching English as a second language in higher education. This research was developed on a positivist paradigm, with a descriptive and quantitative methodology. The sample was formed by 32 students of Basic English courses belong to DUOC UC Institute, in Chile who practice their writing skills through systematic activities developed during 2013 in the Virtual Platform Blackboard. The results of this study suggest that students reacted positively to the use of technology, but expressed concern about the technological difficulties. Main findings confirm that the use of technology enables student's practice of English, transforming and improving the learning environment inside of the classroom and students feel comfortable and secure because they have a teacher and technology's support.