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.
EL DISCURSO DE LAS COMPETENCIAS EN ESPAÑA: EDUCACIÓN BÁSICA Y EDUCACIÓN SUPERIOR
RESUMEN El discurso de las competencias ha entrado en Espana, casi al tiempo, para la Educacion Basica y Superior, aun cuando los origenes, el modo de plantearse y el papel que puedan jugar, en uno y otro nivel educativo, sean distintos. Sin embargo, confluyen en querer orientar la ensenanza al desarrollo de habilidades complejas, mas alla del aprendizaje de contenidos escolarizados, necesarias en la sociedad de la informacion. Pero tambien, en ambos casos, al igual que sucediera con aquel otro de la “planificacion por objetivos”, la pedagogia por competencias puede quedarse en una nueva ortodoxia en los formatos de planificacion que en poco altera la practica. Por eso, estimo, puede ser de interes una reflexion al respecto, apuntando algunos elementos para un analisis critico. ABSTRACT The discourse on competences has entered Spain, nearly at the time, for the Basic and Higher Education, even when the origins, the way of arising and the role they play in both educative levels, are different. Nevertheless, they converge in the wish of orienting the teaching to the development of more complex skills, beyond the learning of school contents, so needed in the information society. But also, in both cases, in the same way it happened to such of “planning by objectives”, the pedagogy of competences can stay as a new orthodoxy in the planning formats that hardly alters the practice. That is why I consider that a reflection concerning this topic would be interesting, pointing out some elements for a critic analysis.
Using Activity Theory in Developing Instructial Tools for Project Management Studies
Competence and skills of the project manager are significant to project success. The skills needed in project managersâ work cannot be learned only by reading the books or a lecture hall; one learns them by practice. Therefore, an important challenge for educational institutions is to develop pedagogical practices that allow students to participate in working life projects and to confront real-life problems. Project-based learning (PBL) offers a model that enables students to practice the skills and competences needed in working life projects by utilizing real-world work assignments in time-limited projects. Using PBL method alone does not necessarily guarantee learning result. In order to be successful, PBL method requires effective and competent supervision and guidance of students as well as appropriate tools for instruction. In this study the concepts from activity theory (AT) are applied to development tools for supervising project-based learning.