The emergence and popularity of Information and Communications Technologies (ICTs) have changed the current educational landscape [1, 2]. ICTs facilitate individuals’ ability to learn anywhere and at any time. In fact, by using ICT, access to knowledge acquisition is not restricted to formal contexts, such as academic institutions [3]. In the teaching and learning processes, technology is becoming constantly present and is continuously evolving and changing [4–6]. For this reason, it is necessary that both teachers and students are motivated to apply and engage in the process [7–9], something that can be easy to assume though not always true [10].

ICTs allow individuals to learn anywhere and at any time. In fact, by using ICTs, access to past knowledge is not restricted to formal contexts such as the institutions, and students can acquire skills during their daily life in informal environments [11–16]. The incorporation of open participation in order to improve the social engagement in research projects, as well as the new educational approaches based on gamification and collaborative interaction with the context and the learning process, is modifying the role of the teacher, whose functions are changing [17, 18]. However, project-based learning (PBL), scenario-centered curriculum (SCC), personal learning environments and networks (PLE & PLN), flipped methods, programming of robots, the use of wearables for augmented virtual reality, MOOCs, online systems, etc., are technologies [12, 17–30] and concepts that can generate “Good Educational Practice” if the motivation of the teachers and students is the correct one [5, 22, 31–39].