http://hdl.handle.net/10366/100293 Sat, 18 Apr 2026 09:18:00 GMT 2026-04-18T09:18:00Z http://hdl.handle.net/10366/100617 Thu, 18 Nov 2010 00:00:00 GMT http://hdl.handle.net/10366/100617 2010-11-18T00:00:00Z http://hdl.handle.net/10366/100616 Thu, 18 Nov 2010 00:00:00 GMT http://hdl.handle.net/10366/100616 2010-11-18T00:00:00Z http://hdl.handle.net/10366/100615 Thu, 18 Nov 2010 00:00:00 GMT http://hdl.handle.net/10366/100615 2010-11-18T00:00:00Z http://hdl.handle.net/10366/100614 Thu, 18 Nov 2010 00:00:00 GMT http://hdl.handle.net/10366/100614 2010-11-18T00:00:00Z http://hdl.handle.net/10366/100613 Thu, 18 Nov 2010 00:00:00 GMT http://hdl.handle.net/10366/100613 2010-11-18T00:00:00Z http://hdl.handle.net/10366/100612 Thu, 18 Nov 2010 00:00:00 GMT http://hdl.handle.net/10366/100612 2010-11-18T00:00:00Z http://hdl.handle.net/10366/100611 Thu, 18 Nov 2010 00:00:00 GMT http://hdl.handle.net/10366/100611 2010-11-18T00:00:00Z http://hdl.handle.net/10366/100610 /n <p style="margin-bottom: 0cm;" align="JUSTIFY"><span style="font-family: Times New Roman;"><span style="font-size: small;"><span lang="en-GB">The lies of the information concerned and the prejudices of the news about these roleplaying games caused that some people became interested in the topic, analyzing those myths and checking the truth of these rumors.</span></span></span>; /n <p style="margin-bottom: 0cm;" align="JUSTIFY"><span style="font-family: Times New Roman;"><span style="font-size: small;"><span lang="en-GB">One of these scholars was William Watson, creator of the website called The Inquirer, which is dedicated to dismantle these and other prejudices about roleplaying games.</span></span></span> Thu, 18 Nov 2010 00:00:00 GMT http://hdl.handle.net/10366/100610 2010-11-18T00:00:00Z http://hdl.handle.net/10366/100609 Thu, 18 Nov 2010 00:00:00 GMT http://hdl.handle.net/10366/100609 2010-11-18T00:00:00Z http://hdl.handle.net/10366/100608 Thu, 18 Nov 2010 00:00:00 GMT http://hdl.handle.net/10366/100608 2010-11-18T00:00:00Z http://hdl.handle.net/10366/100607 Sus actitudes hacia las TIC son muy positivas y sus motivaciones se centran fundamentalmente en que las tecnologías son útiles para mejorar su aprendizaje y para su futuro laboral.; The Technologies of Information and Communication (ICT) become in the information society a change agent. In this context, ICTs should become teaching tools in order to help the teacher to achieve quality education.<br />Being aware of the importance of the teachers' mastery of the digital skills, we have conducted a study about the mastery of the ICTs that the students in the third year of the degree of teacher training of the University of Vigo have. In order to do this we have taken into account the knowledge acquired, the frequency of use of certain tools, their level of proficiency in four areas of knowledge: technological literacy, intellectual working tools, processing and dissemination of information and as communication tools. As well as their motivations, interests and obstacles found in their development in order to develop proposals for initial training.<br />We can conclude that, in general, students do not have a specific training on the use of computers. About the degree of knowledge in the different skills, the students know the most basic and commonly used (open or download a file, create or print a document, install a program or send an e-mail). They usually use the mail as a working tool, while the messaging and social networks are more used for leisure time.<br />Their attitudes towards ICTs are very positive and their motivations are focused essentially on the technologies which are useful for improving their learning and for their professional future. Thu, 18 Nov 2010 00:00:00 GMT http://hdl.handle.net/10366/100607 2010-11-18T00:00:00Z http://hdl.handle.net/10366/100606 Thu, 18 Nov 2010 00:00:00 GMT http://hdl.handle.net/10366/100606 2010-11-18T00:00:00Z http://hdl.handle.net/10366/100605 Thu, 18 Nov 2010 00:00:00 GMT http://hdl.handle.net/10366/100605 2010-11-18T00:00:00Z http://hdl.handle.net/10366/100604 Fri, 26 Nov 2010 00:00:00 GMT http://hdl.handle.net/10366/100604 2010-11-26T00:00:00Z http://hdl.handle.net/10366/100603 Thu, 18 Nov 2010 00:00:00 GMT http://hdl.handle.net/10366/100603 2010-11-18T00:00:00Z http://hdl.handle.net/10366/100602 Thu, 18 Nov 2010 00:00:00 GMT http://hdl.handle.net/10366/100602 2010-11-18T00:00:00Z