From analog to digital: new ways of teaching and learning A quick view of ICT in Spanish schools

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Education and new technologies are always controversial. Beyond the mere introduction of Information Technology in schools, the fundamental debate is to find a way to innovate our methodology and transform our education in a way in which it reflects the world around us. New Information and Communication Technologies (ICT), as we shall discuss later, are a great way to pursue this change. In this article we highlight the aspects that, directly or indirectly affect, influence, facilitate and hinder the transition of an analog school to a digital school.
We part from the basis that in many cases Spanish schools are still working with an analog paradigm of understanding education. That means, among many other things, that schools are still attached and enslaved to a rigid schedule: they base teaching resources (too many textbooks) to fixed forms of assessing, they use very little globalized knowledge, and work within very specific learning spaces (classrooms). In today´s Spanish classrooms the use of ICT is minimal. We could give many examples of schools which continue to have a 19th century philosophy (industrial) rather than a 21st century viewpoint (informational), but many authors -not in vain- have already argued that today we have schools from the 19th century, teachers from the 20th century and students from the 21st century.
In the first part of this paper we make a brief summary of the relationship between society and technology and, consequently, we identify some previous assumptions which will allow us to understand better the current socio-educational context regarding ICT. In the second part we see the different characteristics that define this transitional stage of an analog school becoming a digital one. Finally, we end up with a series of proposals to make digital schools a close reality.