Nowadays, the world is more connected than ever; the use of internet, social networks and platforms allows for people of all ages to have constant communication. During the past year, due to the COVID-19 pandemic, children and teenagers have had to spend most of their time using a technological device, for educational and recreational purposes. This constant connection has carried on several issues, one of them being cyberbullied. This is when a person intentionally and repeatedly harms another one, on a virtual environment. Even with its downside, technology has many advantages; it has allowed for children and teenagers to engage in educational communities and applications. Then, studies on bullying and the ways to fight it exist from many years prior, however, there are little literature about the technological solutions to help in the fight against cyberbullying and bullying. Therefore, the objective of this research is to perform a Systematic Literature Review (SLR) about technological solutions for education and to fight bullying and cyberbullying in children and teenagers. To perform a trustworthy, rigorous and repeatable SLR, the methodology proposed by Kitchenham was used. The presented SLR, uses studies from 2009 to 2021. To start, a group of primary studies was selected, which met the characteristics to answer the research question “What technological tools, methods and models are used to educate about bullying and cyberbullying?” The primary studies were obtained from the most used digital libraries, prominent journals, and most representative conferences in the area. In conclusion, this study provides a global vision of the state of the art in this area, which represents a helpful tool for researchers to detect weaknesses and gaps and open new horizons regarding the use and design of technology to fight bullying and cyberbullying.

Abstract In this report it is presented the results of a longitudinal pre-experimental study, it was realized a technological intervention to stimulate the phonological awareness through a tangible reading toy based on the RFID technology, consisting of a teddy bear and 30 letters in 3D from the Spanish alphabet. This study started with a sample of 200 children, from them, there were selected 17 children aged between 6 and 7 years (Mage = 6.47, SD = .51) with a phonological disorder from an educative institution. The procedure consisted of obtaining pre-test and post-test values with the Evaluation of Phonological Awareness (PECFO). Sampling inclusion criteria considered children presenting problems of phonemes’ recognition and its relationship with graphemes. During 30 weeks it was realized an intervention with the technological toy and at the end of the sessions, it was applied the post-test. Results of phonological awareness showed statically significant differences among the pre (M = 12.88, SD = 3.53) and post-test (M = 17.17, SD = 2.96) this contributes to the empirical evidence of the intervened group improvement in this cognitive function t(16) = −3.67, p = .002. From this research it is projected proposing technological innovations contributing in the treatment of children’s cognitive difficulties.

Kiteracy is an educational kit designed to improve the literacy process of children with Down syndrome by enabling higher levels of interaction. The kit is based on two Spanish literacy methods: global and phonics. In this work, we present a qualitative study based on video-recorded sessions with twelve children from a Down syndrome institution. The study analyzes three forms of interactions: cardboard, multi-touch and tangible. The task carried out by special education teachers and children in the experimental sessions involved working in pairs (Teacher-child) and autonomous self-learning (child only). Through the sessions, we identified situations in which the teacher took the control in the cardboard version. In the multi-touch version, both the teacher and the child shared the control. However in the tangible version the child took the control. In the self-learning sessions, we observed that multi-touch and tangible interaction seems to offer an enjoyable time for children. Surveys and interviews with teachers revealed that tangible objects offered greater adaptability to create playful reading strategies.

The influence of computer science in society is very common today, particularly in education. This article describes a report of an experience in the area of disability, and how it integrated university, organizations and government. The personal experience of the author with your SEN (Special Educational Needs) daughter allowed to create the project AINIDIU (Intelligent Agent for Children with Visual Impairment). It is a software that facilitates the interaction and integration of children with visual impairment in their educational and family environment. The paper describes the background, technological structure and assessment methodology of AINIDIU software. It also describes the diffusion and socialization phase. Finally, the technology transfer process that took place, which benefited about 1,000 visually impaired children through The Misión "Manuela Espejo", program of the Vicepresidencia de la República del Ecuador.