One of the main characteristics of the XXI century is the rapid shift of its citizens to what we know as the Society of Information and Knowledge. We are surrounded by technology that impregnates our daily live, from entertainment to training and employment. This is why, since the 90’s reforms, all European countries made significant efforts to introduce ICT in the classroom.
Also, Spain has made such efforts over the last 15 years to improve the technological equipment in schools. Even if the ratio of computers per students has lowered to 8 students per computer, OECD (2011) shows that the use of computers in scientific subject is barely a 18% of the teaching hours for 15 years old students. In other related subjects such as maths, the number of hours is just 10%. The results get even worse in primary education.
But ubiquity does not mean use; there is a huge disconnection between social development and educational reality in our country (Cabero and Córdoba, 2009). Teaching methodology is the turning point, not only for inclusion in education, but also for the social advances that our contexts and students demand.
After years of attempts to achieve inclusion through the introduction of new tools and new aims for XXI century school, there is something we know by now: It is impossible any sort of social progress based on individualistic thoughts and actions (Calzadilla, 2002).
Strengthening the path towards inclusive education is the main objective for the research we propose. There are two essential keys for that: ICT and cooperative learning (CL).
The United Nations Convention for the Rights of Person with Disabilities held in 2005 (European Agency, 2013) recognized ICT as key tools for promoting equal opportunities in education. They are also a vital part to achieve the targets set by OECD as the “essential characteristics of the students of the XXI” on its DeSeCo project (OECD, 2005). These characteristics include the use of a wide range of tools, the interaction in heterogeneous groups and the individual responsibility of their own life. In Spain, ICT, both as a mean and as an end (González and Zariquiey, 2012) has been established as a right and the country is working hard on its development. But the use of CL as a leading methodology has shown important issues, being the most important one the need of its constant justification towards families and the educational community. Nevertheless, CL should be considered as a primary teaching methodology in order to optimize the use of digital media and to create the appropriate learning environment to promote the in the integral development of students and their multiple capacities (Basilotta and Herrada, 2013).
We introduce the second part of this research, focusing on the use of the key elements -defined in three main dimensions: technologies, didactic aspects and organization- that were identified during the work being done in the research led by Stefan Ting Graf "Inklusion og digitale læringsmiljøer undervisningsdifferentiering i"(IDDL) in Denmark. Basically, we propose the introduction of these elements in a spanish school through the training and assessment of the teachers. Beyond the training program, we are aiming at the monitoring of its efficiency, establishing metrics of change for both teachers and children throughout the process.