M. Fuentes Agustí1, R. Palau Marin2

1Universitat Oberta de Catalunya (SPAIN)
2Universitat Rovira i Virgili (SPAIN)
At present the economic, social and cultural policies are based on the regular use of Information Communication Technology as transformative entities. These are generally associated with growth and new paradigms key shaft acting in modern democracies. The application of these technologies for communication, information sharing and business process simulation has led to major changes in the organisational structures; structures which have been rated positively when associated with a coherent system of transformation in organisational structures, business practices and the capabilities of workers.

This change in business policies, along with the way people communicate access and use information and create knowledge and cultural tools is a challenge for modern schools and societies who must face the new concept of students. These students require new teaching, learning and assessment methodologies, as well as they need to contribute to the development of the capacities of this century.

However, the transformation of educational practices is slow even in countries with high technological endowments where inclusion is far from being a general feature, consolidated and central issue. The cause of this is due to, on the one hand, curricular transformation, psychology, didactics and with significant organisational changes in the teaching; and, on the other hand, a transformation in the initial and on-going training of teachers, apart from investment in infrastructure and technological equipment in programs and content development, networking and technical support.

The present article aims to argue each of the challenges and changes mentioned in the previous paragraphs in order to reflect on the impact of social networks in formal and informal learning.