Jadán-Guerrero, JanioGuevara-Maldonado, CésarLara-Alvarez, PatricioSanchez-Gordón, SandraCalle-Jimenez, TaniaSalvador-Ullauri, LuisAcosta-Vargas, PatriciaBonilla-Jurado, Diego2022-06-302022-06-302020https://link.springer.com/chapter/10.1007/978-3-030-20040-4_28https://hdl.handle.net/20.500.14809/3435Young children as well as children with special educational needs learn from their environment with social, emotional and physical stimuli. In this context, educational resources and teaching strategies play a main role for them in order to understand the new information. This paper describes the experience of building hybrid interfaces that combine technology with traditional educational resources. A total of 60 teachers divided in two groups completed some tasks which consisted of generating new educative resources with tecnology. Through Design Thinking methodology, teachers designed three hybrid interfaces: 1. Interactive books, combining traditional fairy tales books with mobile devices, where QR codes and NFC tags give life to the stories; 2. Educational Board Games, where augmented reality markers give an extra information to the players; 3. Tangible educational resources, which integrate Makey-Makey device and Scratch with fruit, clay, aluminum foil or water to build laboratory. © Springer Nature Switzerland AG 2020.engopenAccesshttps://creativecommons.org/licenses/by/4.0/article