From massive irruption of Information and Communication Technology (ICT), our society is in permanent change. New ways of economic, social, political and cultural organization are emerging as consequence of it, demanding new ways of communication, relationship, learning, thinking and finally, live (Coll & Monereo, 2008). Those changes are the base of today is so-called The Information Society (Anderson, 2008), The Knowledge Society (Anderson, 2008) or Digital Age (Starkey, 2012) for mentioning just some of them.

As Voogt and Pareja Roblin say, educational systems have important challenge to ensure people develop necessary skills and competencies to become responsible and competent citizenships in this new society (2012). In this context, traditional forms of instruction based on transmission, memorization and reproduction of knowledge seem they don´t work anymore (Tynjälä, 1999)

According to Pozo (2008), to respond to demands and necessities of this society, teaching and learning environments have to be more complex scenarios, formed by activities where:

- results of learning are understanding concepts based on relation of information of multiples sources (instead of just acquit information isolated without sense) and procedural learning based on reflective practice (instead of repetitive practice without reflection). Goals of learning should be epistemic (comprehension) and not only pragmatic (resolution of tasks).

- processes of learning require high cognitive demand such as comprehension, organisation and analysis of information. In most cases metacognitive processes, planning and self-assessment should be activated.

- conditions of learning are based on open tasks where there are multiple solutions and high level of uncertainty, promoting active attitude and autonomous in students, whose often should work together to construct knowledge collaboratively.

In this context, large body of literature points out pedagogic support that teachers offer to their students are key factor to develop such kind of activities (Coll, Palacios & Marchesi, 2005; Starkey, 2012; Vermunt & Verloop, 1999). By pedagogic support we understand all those aids that teachers give to their students to develop effective learning processes (Coll y Monereo, 2008). Thus, in the Digital Age, where ICT has a crucial role, teachers should prioritise student learning over teaching, it means the starting point of teaching should be students and their learning needs. As Starkey mentions: “A teacher educator or mentor who prioritises student learning over behavioural aspects of teaching will expect to observe a learning environment in which the articulation of thought processes, discussions about what is being learnt and a teacher who is focused on understanding the learning that is occurring by individuals and groups” (2012, p.93)

Aim of the Study

As consequence of all said above, the aim of the present work is to provide empirical evidence about the relationship between pedagogical support in a classroom mediated by ICT and learning psychological processes promoted.

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