To begin this issue is BThe pedagogical agent enhances mathematics learning in ADHD students^from Nasrin Mohammadhasani (Kharazmi University, Tehran, Iran), Hashem Fardanesh and Javad Hatami (Tarbiat Modares University, Tehran, Iran), Naser Mozayani (Iranian University of Science and Technology, Tehran, Iran) and Rosa Angela Fabio (Messina University, Italy). They note that gaining attention is the first key step to enhance learning and that in Attention-Deficit/Hyperactivity Disorder (ADHD) as

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... the most prevalent deficit in school age and learners face some impairment in attention that requires appropriate intervention. They describe how an environment with an embedded Pedagogical Agent (Koosha) in computer-assisted instruction has been designed for these students to support learning through gaining and guiding attention to relevant information. Following, Daniela D. Olivares and Rodrigo R. Castillo (Universidad de La Serena, Chile) write on: BICT in the classroom: Primary education student teachers' perceptions of the interactive whiteboard during the teaching practicum^. In this study, they examined and analysed evidence from teaching practica to assess the success of ICTspecifically the interactive whiteboardas a teaching tool, They found a set of variables for good practice including: incorporating technology as an engaging didactic resource, making the most of technology for improving learning, determining when best to use the whiteboard, and identifying any limiting factors together with students' suggestions for improvement.