Conclusions
Strand 1: Models of pedagogical innovation in terms of content and learning approaches
The production of digital educational content and the digital tools needed to produce and modify it, the services that grant access to the information, or those that facilitate communication useful for teaching and learning, are all part of what we could call digital educational resources. Some of these resources are not designed with an educational aim or with education as their sole aim, while others are produced exclusively for educational purposes. In either case, the use of these resources in a classroom is rarely taken into account during the production process, and this frequently creates inconveniences which are often difficult to solve. The development models of digital resources for education should consider their usefulness in the classroom. This satisfies several objectives: the strong and weak points of the resource are discovered quickly and it is therefore easy to correct the shortcomings; teachers can carry out tests to determine the appropriate methodological use, acquire operative strategies and incorporate innovative models for the inclusion of ICT; the students feel immersed in a process of critique and correction which is usually strongly motivating, and which stimulates critical thinking skills.
Strand 2: Models of Professional Development
At the beginning of the second decade of the 21st century there seems to be a relatively general consensus on the fact that correct curricular integration of ICT and development of accepted digital competence require immediate support of training programs for teaching staff at all educational levels, taking into account all current types of education: distance, classroom-based and combinations of both. It is important to note that the initial training of most of the teaching staff during their time at university is insufficient to face the new challenges and paradigms of the teaching-learning process, and that we must start to think up ways to make learning and training a continuous process throughout the whole professional career (lifelong learning). Therefore, this working group consider different strategies or points of view to try to tackle these challenges.
Grupo 3: Models of organisational innovation for ICT integration in Education
The plans by national, regional and local authorities in all educational systems to bring new technologies into teaching are aimed towards the improvement of teaching and learning processes in classrooms. It is worthy of note that technology is hardly ever designed ad hoc for use in education, given the high cost implied, but commercial technological products that may be adequate for teaching are used instead (like interactive whiteboards, net books, tablet-PCs, e-book readers, etc.). These technologies are usually adapted, through the software that controls them, to improve their functionality within their area of application. The main objective of this group is to analyse the integration of ICT in Education nowadays through the presentation of experiences in different countries based in innovative models.
