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.
La enseñanza asistida por las Tecnologías de la Información y Comunicación: ¿Qué? ¿Cómo? ¿Por qué?
Key Words Learning  styles,  TIC, educational  innovation,  teaching  attended  by  computer, educational tendencies of the XXI century.
Implementation of Intercultural Education Programmes based on Cooperative Learning
Abstract An intercultural programme must not overlook the elimination of racist attitudes, but should especially promote multicultural and democratic values. In Spain, one of the most rejected groups is Gypsy people and their schooling is a problematic issue. We believe that intercultural attitude training programmes can be a practical pedagogical answer for promoting acceptance and respect for diversity. To do this, we have chosen educational strategies of Cooperation in the Classroom, Active Participation and Persuasive Communication. All of them involve a search for new perspectives, the use of sociocognitive conflict as a driving impulse for learning, and an atmosphere of equality, respect and participation in the classroom. We present in this paper one of the school programmes we have implemented in Valencia. This programme has been designed to be integrated within the ordinary school curriculum and not regarded as an added out‐of‐school activity. In order to implement it, we organised a teacher‐trai...