The use of ICTs in today’s “knowledge” society, (according to Larraz, (2013), information society, communication society and network society) is widely extended, although unequally. This creates “advantages and opportunities” or “disadvantages and limitations” in equal measure depending on socio-economic inequalities.

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From the social point of view, the everyday use of ICTs is increasingly common in all daily spaces (work, home, educational institution, recreational area, etc.). This generates new forms of social behaviour that are linked to the use of and access to digital technology.

These "digital behaviours" create difficulties for participating in the type of society that is developing around this technology and causes what has been known since the early 1990s as “digital divide”. The social exclusion caused by disadvantaged socioeconomic situations and/or a lack of training in digital competence may be exacerbated by this digital divide. One of the challenges for the new knowledge society must be to alleviate and compensate for the inequalities created by the daily use of ICTs in order to foster a more cohesive and inclusive society.

From a more positive perspective, we would like to emphasize the potential role ICTs could play as unifying resources for promoting social inclusion.

Finally, and just as importantly, we should emphasize the role of ICTs in helping to meet the educational, social and developmental needs of the functionally diverse and in providing them with greater personal autonomy. Technological resources are essential to many people for allowing them access to training and for enabling personal autonomy and social participation. Without them these people would not have the same opportunities as the rest of society.

  • Access to training and culture: digital literacy must enable participation in society the moment information becomes knowledge.
  • Employability: digital competence facilitates access to the labour market and promotes social integration, thus lowering the risk of social exclusion for certain groups.
  • Social and leisure relationships: relationships with friends, family and co-workers, etc., are increasingly linked to the use of ICTs. These technologies can therefore facilitate the social inclusion processes of groups with failed social and personal relations.
  • Juan Carlos Tedesco
  • Carmen Alba Pastor
  • Emmanuelle Gutiérrez Restrepo
  • Renato Opertti
  • Meritxell Estebanell Minguell
  • Joaquim Fonoll Salvador
  • Jordi Escoin Homs
  • Pere Arcas i Blanch
  • Jose Luis Lázaro

Bachelor of Science in Education in the Faculty of Philosophy and Letters, University of Buenos Aires. Professor and researcher at the Universidad Nacional de San Martín (Argentina).

Director of the Interuniversity Doctorate in Education from the University of San Martín, Lanús and Tres de Febrero.

He has been Director of the International Bureau of Education, UNESCO, Geneva

Associate Professor of Educational Technology has taught in Teacher Training, Pedagogy, Psycho-Pedagogy degrees and in Doctoral programs.

Currently teaches courses on ICT in Education in degrees of Early Childhood and Primary Education Teacher Training and Assistive Technologies, ICT and Inclusive Education in the Special Education Master’s Program offered by the Faculty of Education at UCM.

Graduated in Communication Science, Master of Communication in Society and Social Problems, Expert on Corporate Image and Communication, by the Complutense University of Madrid.

Director General of the Sidar Foundation - Universal Access and research Research Group in the Department of Intelligence aDeNu Artificial UNED. Teacher at the Master degree of the Pompeu Fabra University about documentation.

Master in Educational Research (IDRC / Canada). Sociologist graduated from the University of the Oriental Republic of Uruguay. Program Coordinator of Curriculum Support Services to Member States.

PhD in Education. Teacher of Educational technologies in Department of Pedagogy of the University of Girona. Coordinator of the Research Group on Information Technology and Communication in Education (GreTICE).

Works from the 80s in informatics education, first at school and later at the Central Services of the Department of Education of the Generalitat of Catalonia. From this position for over 20 years has driven performances technology aimed at schools and pupils with SEN.

Psychologist specializes in the application of ICT in disability (: assistive technology or assistive technologies Assistive technology).

Director of CEE Pont del Drago.

Responsible in EEC Pont del Drago technology support advisor Municipal Institute of Disability Barcelona regarding assistive technologies, advisor of the City of Barcelona and the Barcelona Provincial Council in relation to web accessibility, responsible various European projects and programs related to disability and TA.

Degree in Information Sciences from the Universitat Autònoma de Barcelona. Head of department programs and projects Learning Television of Catalonia.

He has worked as news editor of Catalunya Radio and Television of Catalonia. A TV3 has also developed tasks, screenwriter, producer and director of programs.

Master Educational Technology (URV). Bachelor of Education

Teacher and researcher at the Department of Pedagogy of the Faculty of Education at the URV is part of the research group ARGET (Applied Research Group in Education and Technology) and Laboratory Technology Applications to education.