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.
Promoting interculturality in Spain: assessing the use of the Jigsaw classroom method
This note examines the effectiveness of a program in Spain that uses the Jigsaw learning technique as an educational intervention. We used a quasi‐experimental research design with two groups, two measures and an independent variable (the program). Use of the Jigsaw technique is shown to have been fairly effective on a series of measures.
La condición del éxito en la intervención pedagógica con niños en situación de riesgo: El programa "Success for all"
This article describes the reasoning behind and practical scope oj the whole-school restructuring programme known as «Success for All», whichis designed for elementary schools with a high proportion oj children at riskfor jailure. The programme is based on cooperative learning and on effective strategies jor earlyreading. We outline the basic components oj the programme, and compare reading-performance outcomes between schools in which it is applied andschools in which it is not applied. Specifically, the results obtained at 30 schools applying theprogramme in theUSA andother countries in America and Europe indicate a market positive effect on reading skills. The success oj this programme highlights the importance oj a preventive early-intervention approach in schools with a significant proportion of students at risk for jailure because of sociocultural disadvantage.