Webinars 360una Experiencia Formativa Transnacional de la Red Universitaria de Tecnología Educativa

  1. Villagra Sobrino, Sara L 1
  2. Jorrín Abellán, Iván M 2
  3. Zubillaga del Río, Ainara 3
  4. Fernández Díaz, Elia María 4
  5. Fernández Olaskoaga, Lorea 5
  6. Gutiérrez Esteban, Prudencia 6
  7. Abella García, Víctor 7
  1. 1 Universidad de Valladolid

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

  2. 2 Kennesaw State University

    Kennesaw State University

    Kennesaw, Estados Unidos

    ROR https://ror.org/00jeqjx33

  3. 3 Fundación COTEC
  4. 4 Universidad de Cantabria

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

  5. 5 Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  6. 6 Universidad de Extremadura

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

  7. 7 Universidad de Burgos

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

UTE Teaching & Technology: Universitas Tarraconensis

ISSN: 1135-1438 2385-4731

Year of publication: 2020

Issue Title: Educational Technology in Higher Education: Emergent Practices for Teaching Future Educators

Issue: 2020

Pages: 28-50

Type: Article

DOI: 10.17345/UTE.2020.3.2775 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: UTE Teaching & Technology: Universitas Tarraconensis


In this work we present “360  Webinar Series” a transnational professional development online initiative promoted and developed by Red Universitaria de Tecnolog a Educativa (RUTE). Since March 2019, a cycle of monthly webinars led by experts from eight countries (France; USA; Australia; Germany; Czech Republic; Portugal; Chile, and Russia) has been implemented with the aim of analyzing the initial training of pre-service teachers, as well as professional development practices of in-service ones in regards to the promotion and use of Educational Technology. The cross-sectional analysis of the content of this initiative has allowed us to obtain conclusions related to: a) the defining characteristics of initial training in educational technology for teachers in the participating countries; b) the common and differentiating characteristics that define educational technology training for teachers in the participating countries, and; c) the challenges that training in educational technology is experiencing from a transnational perspective.

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