Contents

#### **Preface XI**


#### **X** Contents


Preface

In a global world, the society has suffered many changes in all orders, and the school is not alien to these changes and paradoxes. Technology has burst into the working world, and we are unable to predict what new professions will be in the nearest future. Teachers are forced to train the citizens of the future in the current context. Their students should be equipped with the skills, abilities, and knowledge necessary to successfully face an uncertain future and live in a diverse and changing society. Teachers should also support their students in

In a way, we could talk about the technological revolution that schools have experienced in recent years. Information and communication technology (ICT), information technology (IT), and new information and communication technology (NICT) are common words in the educational language. It might be useful to remember that ICT refers to the theories, tools, and techniques used in the treatment, processing, and transmission of information: informa‐

On the other hand, learning and knowledge technologies (LKT) refer to the educational use of ICT in schools, that is, technologies are used to improve and innovate in educational processes, to facilitate the collective construction of knowledge, the creation of active learn‐

The educational landscape of schools has been changed by the emergence of ICT in the edu‐ cational world. New digital resources and methodological strategies have emerged in teach‐ ing and learning processes, at compulsory and postcompulsory educational stages and also

For this, permanent formation is necessary and education throughout life takes on a full meaning. Teachers need to be trained in order to acquire new knowledge, but they also need to reflect on their own practice in the classroom and exchange experiences with other teachers. Training courses are necessary to update the knowledge and acquire new strategies, but we must not forget that teachers also learn from their practice in the classroom, from the daily work with their students; they guarantee a response to the educational, personal, and socio-

However, the classroom is not an island or a fief of the teacher, and the twenty-first-century teachers should work collaboratively with their colleagues and share an inclusive center project. In the initial training, as shown by one of the works presented, it is important to do a training period in schools, but the completion of the practicum does not ensure by itself the achievement of the necessary skills to be a good teacher; the observation of educational situations and the reflection on their own practice could be very useful to acquire the re‐

the construction of flexible and complex identities.

tion technology, Internet, and telecommunications.

ing and personalized teaching.

emotional needs of their students.

in higher education.

