Initial and continuous teacher-training activities should largely focus on developing the skills needed to use ICT tools in teaching environments. Continuous training should take place in an autonomous learning environment but with a training and implementation strategy based on work in teams of teachers.

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From the perspective of teacher professional development in a digital context, a more in-depth analysis of the qualifications and competences required for designing and implementing teaching activities is required. This teaching activity should be devised with the needs of the students in mind and ICT tools should be used to serve what is useful for them.

Teacher training processes should be organized to suit the requirements of both future and current professionals. Training courses for future professionals should be planned in accordance with the curriculum of the degree in teacher training and should ensure that participants receive high quality training in university classrooms. In addition to exploiting the added value provided by participants’ ongoing contact with the real-life classroom, training courses for current professionals should also respond to the training needs of these particular participants.

It would be especially interesting if channels of communication could be established that facilitate mutual reflection between the academic environment and the relevance and significance provided by current praxis.

This thematic line is intended to reflect on processes that may be considered high quality when contemplating the pedagogical use of tools, resources, programmes, services and environments provided by ICTs now or in the future.

  • Teacher digital competence
  • Role of teacher training institutions
  • New professional profiles
  • Teacher professionalization
  • Career development
  • Pedro Hepp
  • Cristòbal Cobo
  • Ernesto Laval
  • Alvaro Salinas Espinosa
  • Miquel À. Prats Fernàndez
  • Joan Badia i Pujol
  • Jaume Sarramona López
  • Jordi Riera i Romaní
  • Josep Holgado García

PhD in Computer Science from Edinburgh University. He currently heads TIDE (www.tide.cl), a consulting firm and software house.

PhD "cum laude" Communication Sciences (Autonomous University of Barcelona).

A research fellow at the Oxford Internet Institute of the University of Oxford, he coordinates studies on educational innovation, learning, and the future of the Internet. He is involved in various research projects for the European Commission on Internet Science, open access practices in education, distributed knowledge creation, and the future of technology and its impacts. He has been honoured by the British Economic and Social Research Council (ESRC). specialist in "invisible learning: learning in 3D, 360º and 24/7” digital competences.

University of Bristol PhD, Education With a background in Computer Science and Education, he has been involved throughout his professional life in policy making, the design and implementation of ICTs, and educational programmes.

PhD in Social Sciences from the Université catholique de Louvain in Belgium. He specializes in Education and Information Technology and Communication. He has conducted research at the Centro de Investigación y Desarrollo de la Educación (CIDE), the Unversidad Alberto Hurtado, and the University of Chile.

Doctor in Education, University Ramon Llull in Barcelona. Director of the degree in Early Childhood Education, professor of Educational Technology, and leader of the eduTIC line of the PSiTIC Research Group of the Blanquerna Faculty of Psychology, Educational Sciences and Sport (FCPEE) of the Universitat Ramon Llull.

Secondary education professor of Catalan language and literature. Is currently in an active teaching role following intensive and extensive management in Catalan public administration in the field of innovation and educational management, teacher training, and academic planning in higher education. Is participating as an active member and co-founder of practicareflexiva.pro

Emeritus Professor of the UAB. Degree in Philosophy and Arts, (Education section) from the University of Barcelona, and PhD in ml.

Master and PhD in Social Pedagogy from the Universitat Autònoma de Barcelona and full professor of Education in the Blaquerna Faculty of Psychology, Educational Sciences and Sport (FPCEE) at the URL.

He has been dean of the Blanquerna FPCEE, director of the Blanquerna Private Assistance and Service Foundation (FBAS) of the OTRI (Research Results Transferral Office), president of the Catalan Association of Educators and the College of Educators of Catalonia, member of the Evaluation Council of the Catalan Education System and member of the Council of Experts for Social Welfare of the Generalitat (autonomous government of Catalonia).

Doctor in Educational Technology, Universitat Rovira i Virgili Member of the Applied Research Group in Education and Technology (ARGET) and the Laboratory for Technology Applied to Education (LATE).