The European Commission (2019) promotes the role of teachers to help students develop 21st century competences through technology.,
However, the integration of ICT in the teaching-learning (T-L) process implies a change in the methodological approach towards the adoption of learner-centred pedagogical models (European Commission, 2020a; Mora-Cantallops et al., 2022).
The Joint Research Centre (JRC) developed the European Framework for Digital Competence in Education or DigCompEdu (Redecker & Punie, 2017), including elements such as the professional engagement of teachers, the use of ICT in the T-L process or the empowerment of students and their digital competence development.
However, when it comes down to technology-enhanced learning activities, several authors advocate for adopting holistic approaches, apart from a defined competency framework. With a holistic approach, it is necessary starting from situated contexts, oriented toward performance roles, with systemic function and relationship along with boosting constant development (Esteve et al., 2018; Goodyear et al., 2021).
Design for learning is associated with research on technology-enhanced learning (TEL) where the teaching role is seen as a designer of the student learning process (Laurillard, 2012). Likewise, its use is proposed for teachers to make pedagogically informed decisions in their teaching practices and the design of learning activities with an effective use of resources and technologies (Conole, 2012).
The ACAD (Activity-Centred Analysis and Design) framework by Carvalho and Goodyear (2014), and its ACAD Toolkit (Carvalho & Yeoman, 2019), aims to facilitate discussion processes that inform instructional design and analysis. According to Goodyear (2020) this model enables reconsideration of how teachers approach their instructional designs and how they develop and share new and improved designs. Gros and Durall (2020) show that this approach is increasingly being used in the design of learning environments that integrate educational technology to provide user-centred solutions.
The ACAD framework consists of four major structural dimensions for design (Goodyear et al., 2021). The learning scenario refers to the physical, spatial and instrumental elements, whether material or digital (spaces and resources). Social interaction establishes the types of relationships between the people involved in the activity (groupings and roles). Knowledge tasks are the tasks set for participants, the ways of organising knowledge and forms of learning that are part of the design, as well as the evaluation tasks. The fourth dimension - the learning activity- manifests itself when the learner interacts with the elements of the other dimensions at the moment of learning, and is the only dimension that cannot be designed, as it emerges through such interaction.
During the academic year 2021-2022, under the methodology of research based on educational design (Plomp & Nieveen, 2009), a first iteration was designed and implemented in the university classroom of the Bachelor's Degree in Early Childhood Education, using the ACAD Toolkit tool. This educational proposal intends to promote analysis and reflection on the didactic design of an activity enriched with technology. The research process and results can be found in Buils et al. (2022).
The aim of this article is to present the design process of the second iteration of the prototype model, which has been refined based on the evaluation and feedback from the first iteration.

As noted in the previous section, the methodology to be followed in this work is framed in the EDR studies (Plomp & Nieveen, 2009), focused on the improvement of innovative educational practices. This approach describes a systematic and iterative process consisting of three phases: (1) preliminary, (2) development and implementation or piloting, and (3) evaluation. The principles under which the second iteration was designed considered that it should provide: a) more exploratory time with the tool; b) previous practice through given examples; c) more time for analysis of the activity itself, d) different groupings for analysis (individual, small group and large group), e) a pre-designed and uniform template to systematise, unify the analysis process and facilitate discussion. At the same time, it was considered appropriate to maintain as a focus of analysis the same classroom practice analysed in the previous experience, consisting of the creation of an educational robotics activity in which the gender perspective is explicitly addressed. With regard to the target group of the action, once again it will be the group of students in the degree course in Early Childhood Education who are taking the subject of Information and Communication Technologies in Education during the 2022-2023 academic year, although on this occasion the same proposal will also be carried out for students taking the same subject in Primary Education. The tool used to collect information will be the pre-designed template for the analysis of the activity and the questionnaire developed using the Qualtrics tool and validated in the previous study (Buils et al., 2022).

The aim of this research is to present the design of the second iteration of a pedagogical activity analysis model based on the ACAD Toolkit tool. As Mora-Cantallops et al. (2022) and European Commission (2020b) argues, there is a need to develop training to improve teachers' digital competence. It is increasingly relevant, at all educational levels and especially in higher education, the search for effective and useful methods to support the work of teachers. These methods are mainly important in relation to educational design that serve to validate in context the ideas that arise, and explore approaches that expand design repertoires, adapted to real learning conditions in interconnected contexts (Goodyear et al., 2021). As expected results, once the new design is implemented and after its subsequent analysis, it is expected to find a significant improvement in the capacity for reflection and analysis of learning situations enriched by digital technology in future early childhood and primary education teachers. On the other hand, it is also expected to increase the general level of satisfaction of students with ACAD Toolkit and specifically, their perception regarding the pedagogical knowledge derived, 2) the introduction of improvements in the design of their activities or change of action and finally regarding the impact on their future performance. Another expected finding is the increase in quality and quantity of pedagogical reflections made from the use of the ACAD framework and toolkit. Based on the results obtained in this research, a third iteration of a pedagogical activity analysis model based on the ACAD Toolkit tool will be proposed. At the time of closing this communication, the intervention is being put into practice, so it is expected to be able to detail some preliminary results at the time of its presentation.

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