information society

15 May 2022

In today’s information society, digital competence is an essential tool in teaching and learning processes. The aim of this comparative study was to identify differences in initial and in-service ICT (Information and Communication Technology) training and in the use of these tools in the classroom between teachers in Spain and in France. Data from the OECD’s Teaching and Learning International Survey - TALIS 2018, which collects information on different aspects of teacher training, were used for the analysis. After merging the databases, a final sample of 19,088 primary (ISCED 1) and lower secondary (ISCED 2) teachers was used. The results of this study showed parity in the level of initial training among primary school teachers and a lower level of initial training among Spanish secondary school teachers compared to their French counterparts. In-service training and application of digital resources and tools in classroom were significantly higher in the case of Spanish teachers. No significant variations were found according to years of teaching experience. It is concluded that there is a need to strengthen ICT training at the initial stage and modify in-service training in Spain so that it can lead to increased application of these tools in teaching and learning processes.

Please, cite this article as follows: González-Rodríguez, D., Rodríguez-Esteban, A., & González-Mayorga, H. (2022). Diferencias en la formación del profesorado en competencia digital y su aplicación en el aula. Estudio comparado por niveles educativos entre España y Francia | Differences in teachers’ training in digital competence and its application in the classroom: A comparative study by educational levels between Spain and France. Revista Española de Pedagogía, 80 (282), 371-389.

8 June 2007

In the developed countries it has been established a clear distinction between rights and liberties. In the welfare state there is a permanent focus to human rights. Thinking things over the human rights head the social dimension of the human being. Fifty years after the Universal Declaration of Human Rights we are ready to ask for a new discipline in education such as "Education for development". This proposal could be studied in two different and complementary ways: a) The relationship between the right to education and information society. b) The need of "education for development" as a social right in the general process of social democratization and administrative decentralization in modern society.

30 November 2006

In this article, we claim that the arrival of the Information Society -with its subsequent innovations and changes- generates a different platform for professional action. There is a qualitative break, which differentiates between good education outside the Information Society and quality education derived from the Information Society, where the New Information and Communication Technologies become key pedagogical tools for teachers. Bearing the above in mind, education professionals have to face the glocal challenge.

They must deal with local issues, but with the general perspective provided by the Knowledge Society, that requires innovation, competencies development and strategic planning. The educational environment is here the basic element of the process, and education professionals have to be able to analyse the ethos of the school, as well as the possibilities of the school system within their competence's field. The brainware and the orgware become goals for the lifelong learning of the teaching staff. The e-education, as a task, means the development of skills, habits, attitudes and knowledge that enable people to be, move, intervene, act, learn and interrelate within the electronic 'space'. E-education, as performance, happens to be the acquisition -within the education process- of a number of ways of doing things, which enable students to decide and develop their projects by using the 'virtual experience'. The article ends by stating that e-education is a challenge for the Digital Society within schools, that requires technical competence and it constitutes a strategic innovation goal to which Pedagogy can offer task orientation and action paths.


Key words: e-Education, information society, digital society, new tecnologies, profesional competencies, tecnological innovation, brainware, orgware