El potencial pedagógico de la tecnología: Desarrollar competencias y favorecer la autonomía y la responsabilidad en el alumnado
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 The improvements carried out in the last decades in the field of Information and the Communication Technologies are significantly perceived in the educational institutions. Besides the well-known advantages from an instrumental, administrative or managerial point of view, we assist to unprecedented extension of new possibilities of social interaction as well as to the creation of new learning contexts. Thus, this work is aimed at analysing the benefits that technology can provide in the students’ learning process, making special emphasis not only on the potential of these resources to favour students’ autonomy and responsibility in the teaching-learning process, but also on their possibilities for the development of intercultural competences. Among the conclusions, we mainly stand out two issues: on the one hand, the urgency to improve teachers’ preparation, to make the most of the pedagogical potential of the digital resources and, on the other hand, the need to deepen in the knowledge of the effects that, on a long-term basis, may involve the use of digital technologies in our students’ way of behaving and of mixing with each  other.
TWITTER AS A TEACHING TOOL IN THE SOCIAL SCIENCES FACULTIES. A CASE STUDY FROM THE ECONOMIC HISTORY
The increasing use of social networking among university students ease the way for teachers to use these kinds of tools towards achieving the objectives set in the European Higher Education Area. In this sense, Twitter appears as a highly versatile learning tool that perfectly fits with the skill-based education approach, as evidenced by the literature. This paper describes the methodology, as well as, discusses the results of three experiments that took place during the 2011-2012 Academic Year at the School of Economics and Business of the University of Oviedo. Twitter was used during those experiments to debate the today's economic crisis. The indicators obtained are used to conclude that microblogging services are a proper tool not only for teaching Economic History but also for doing so for any Social Sciences.
Initial Teacher Training: the French view
ABSTRACT This paper, against the background of trends in the development of initial teacher training in Europe as a whole, identifies and explains some of the recent, radical reforms which were introduced in France by a socialist government. These include the need to raise the status and the competence of the teaching profession; the creation of new teacher‐training institutions of university status (Instituts universitaires de formation des maitres); the introduction of common entry qualifications at degree level for both primary and secondary levels; the harmonisation and the extension to 2 years of the post‐degree teacher‐training course and the increase in emphasis placed on professional training, both theoretical and practical. These reforms provoked a storm of protest and an examination of the reasons for this reveals a multiplicity of crucial questions which have far‐reaching implications.