Want to get to know our new web portal?

We are pleased to announce the launch of the new academic portal. There you will find information not only about conferences, books and journals in this community, but also other academic communities managed by Global Knowledge Academics.

We have a welcome gift waiting for you!

From January 1 to March 30, 2020 you can download voucher discounts of 25 EUR/USD on the website of each of the 2020 conferences.

Portátil nueva web GKA
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2020 Congress Program


Each year, the International Congress on Technologies in Education attracts a diverse group of participants from around the world. Our program development team bases on this diversity to provide a rich and distinctive experience, including keynote speakers, lectures, workshops, exhibitions and social events. The congress program brings together presentations on similar topics to facilitate knowledge sharing and community building.

Come back soon for the latest updates on accepted proposals, plenary speakers, and featured events.

Accepted proposals

If you have an accepted proposal, be sure to register for the congress to be included in the program.

The program will be available for download 2 months before the start of the event.

Highlighted Theme

Gamification in education: key element of motivation

Traditional teaching methodologies are no longer adequate, in and of themselves, to meet the needs of students in today’s technologically engaged, interactive, and connected society. It was with this need in mind that, in 2006, the European Parliament recommended that students develop eight key competencies over the course of their compulsory education to prepare them for success in their working life. One of these is Digital Competency (DC), which opens to them the doors of digital technology and gives them opportunities to be actively involved in the new, twenty-first century knowledge society. Likewise, in its “Rethinking Education” strategy (2012), the European Commission has urged educational institutions to be diligent about integrating DC. So, as those responsible for instruction, we must be capable of accompanying them in this stage of education. Through gamification and the development of computational thinking, we can cover the content of the educational curriculum.

The primary feature of gamification is the application of game-design elements in non-game contexts. In this way, instruction that might be tedious and not very motivating, under traditional didactic methods, becomes appealing and inspiring. Games are instructional by nature, so this is a way of learning by doing. On the one hand, games develop essential competencies, such as observation, decision-making, speed, empathy, and intuition; on the other hand, they provide a controlled learning environment in terms of not only content but also moral values, frustration tolerance, internalization of rules, and strategies for success.

Gamification is not to be confused with video games (Parente, 2016), for gamification consists of presenting students with games, usually on a digital platform, that are centered on specific content and that students view as a challenge (Ripoll, 2016). This is how students develop Computational Thinking (Wing, 2006), which the Royal Society (2012) defines as “the process of recognising aspects of computation in the world that surrounds us, and applying tools and techniques from Computer Science to understand and reason about both natural and artificial systems and processes.”

In this edition of the Congress, we are aiming to focus the educational community’s interest on this groundbreaking field of gamification-based teaching methodologies. There is a great opportunity here to share and try out strategies for improving students’ motivation and to incorporate these strategies into our daily teaching activities.

Plenary Speakers

Quelaztli Salas Góngora

Prof. Quelaztli Aziyadé Salas Góngora – Universidad Tecmilenio (Mexico)

The impact of social-emotional skills of university studentes at work.

Currently, she is pursuing PHD in Social Sciences at the Pablo de Olavide University (Seville, Spain). She is a member of the Innovagogía teaching collective, holds a master’s degree in Educational Organization Administration from the Autonomous University of Yucatan (UADY) and the University of Paris 12. He has a diploma in ICT and a certificate in Fundamentals of Positive Psychology, as well as various courses in coaching, teaching and learning strategies. She has participated in cultural, educational and human development projects proposing changes in methodology and follow-up with a technological approach in both private and public companies in the region.

Prof. Eurídice Sosa Peinado – Universidad Pedagógica Nacional (Mexico)

Sociologist and Master in Education from the University La Salle and doctoral candidate of the program Science and Humanities for Interdisciplinary Research at the Center for Interdisciplinary Research in Sciences and Humanities-UNAM and the Center for Interdisciplinary Studies and Research of the Autonomous University of Coahuila. A Full-time teacher since 1986 at the National Pedagogical University, she has collaborated and coordinated teacher training programs with preschool, primary, secondary, high school and normal teachers. For more than two decades she has been developing educational experiences mediated by information technologies, especially teacher training programs in the online education modality and researching the production and cultural consumption of young people, where she in the development of an educational model to accompany the training of young university students in solving bioethical dilemmas, in hybrid environments.