As the spread of information and communication technologies (ICT) concerns nearly every sphere of society, thebasedcontrol learners and teachers currently have over them is significant. All indicators confirm that teachers are, personally, highly equipped and connected citizens.  Learners also tend to be experienced users, to theextendextentthat trying to regulate their activities relating to ICT has become a true concern insomeschooling contextsthesedays.TGeneration of teachers have triedin vainwith mixed successto develop learners’documentation practices which arenow quite established, imperfect and uncertain,  but real andsometimes problematic, as for example, in caseswhere there is competition between educational contentsand personal knowledge only informed by the use of social network. Time seems to draw new perspectives, in addition to issues that remain outstanding. Indeed, about 10 to 20 years ago it was considered that the greatestdangerchallengeofrelating tothe Internet wasnot to haveaccess. Today, the problem of the digital divide is far more than just about opportunities to use a computer or to remain in step with current technologies developments. A substantial amount of risk is also cultural and cognitive, and therefore educational.

In this context, research over into Technology Enhanced Learning Environments (TELEs) sees need to consider emergent issues, while building on the 30 past years’ achievements.  This symposium reflects the plurality and diversity of these present days concerns.. The four contributions focus on school adoption of ICT,  teacher training using Wweb 2.0 technologies, social networkingand learning,and learners’ attitudestoward Internet sites.

Philippe Gabriel from the University of Montpellier in France reportson a study aiming to understand the key factors of the implementation of innovative ICT-based projects in schools within the French educational system.  The study uses data from a nationwide database of the Ministry ofEeducation which gathers a corpus describing local initiatives being certified by the education authorities.

Maureen Andrade from Utah Valley University in the U.S. reports on an ICT-based innovation that builds on a social environment space. The effectiveness of learners’performance are assessed  in terms of metacognitive strategies, social and motivational processes, and performance. The effectiveness of an ICT-based innovation is also investigated by Tuncay Saritas and Okan Durusoy from the University of Balikesir in Turkey. The authors studied the effects on teacherscandidates’self-efficacyofusingan instructional program based onWweb 2.0 technologies along with digital videos. Thesurvey based on amixed methods studycollecting quantitative and qualitative datagivessome support to the assumptionevidenceof the tool’seffectiveness in teaching practice courses.

Finally, Colin Harrison and Gill Johnson from the University of Nottingham in the UK report on an under-researched but very important area: grade 6elementary school students’ assessment ofability to judge the relevance and trustworthiness of Internet sites.

Greitemeyer, T. Dirk O. Mügge, D.O. (2014). Video Games Do Affect Social Outcomes: A Meta-Analytic Review of the Effects of Violent and Prosocial Video Game Play. Personality and Social Psychology Bulletin, Vol. 40(5) 578–589. Pelgrum, W. J. & Law, N. (2004). Les TIC dans le monde: tendances, enjeux et perspectives. Paris: UNESCO-IIPE, 144 p.