2026-06-03T04:30:45Zhttps://riuma.uma.es/rest/oai/requestoai:riuma.uma.es:10630/403142026-02-03T10:48:55Zcom_10630_2254col_10630_37953
RIUMA. Repositorio Institucional de la Universidad de Málaga
author
Trujillo Torres, Juan Manuel
author
Fernández Montoro, Dulce
author
Benítez-Márquez, María Dolores
author
Fernández Fernández, Carmen Rocío
2025-10-17T12:52:30Z
2025-10-17T12:52:30Z
2025-09-01
Torres, J. M. T., Montoro, D. F., Márquez, M. D. B., & Fernández, C. R. F. (2025). Analysis of apps used by teachers with autism students in early childhood in Spain [Análisis de apps utilizadas por profesores con alumnado autista en la etapa infantil en España]. recyt.fecyt.es. https://doi.org/10.12795/pixelbit.115588
https://hdl.handle.net/10630/40314
10.12795/pixelbit.115588
The importance of the benefits obtained from the use of new technologies in the teaching-learning process is agreed-upon by
most of the authors who have published about technologies, education, and autism. Likewise, in Spain, there are very little
empirical studies on teachers in the early childhood stage with autistic children (3 to 6 years old). This justifies the present
cross-sectional study, which includes the participation of 251 active teachers residing in Andalusia (Spain). The aim of the
study is to provide knowledge on a specific technology (apps) used by the professionals in the context described. Among other
objectives, in first place, the skills that need to be developed by the autistic students, through the use of 23 Spanish-language
apps, are classified, at the same time that the characteristics of the apps are summarized. Additionally, an analysis is performed
of the significant differences in the number of different apps used by each teacher with respect to gender, school location
(rural-urban), age, years of teaching experience, and years of teaching autistic children. In third place, the linear correlation
was performed between the number of different apps used by each teacher and age. Among the most notable conclusions,
with respect to skills, the apps that developed the needs to be improved related with communication and socio-emotional
aspects were the most valued, while the ones related to behavior were least valued. With respect to the summary of their
characteristics, all the apps used in Spain were free, and both Spain and the USA were notable for the creation of the apps
selected. Lastly, the number of different apps used by the teachers and age had a scarce negative relation.
eng
Atribución 4.0 Internacional
Tecnología educativa
Educación infantil
Profesores de educación infantil
Niños con trastornos del espectro autista - Educación
Analysis of apps used by teachers with autism students in early childhood in Spain.
journal article
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Trujillo-Torres_et_al._3_115588_ENG_def_sep.2025.pdf