This paper shows some outcomes of an research that seeks to identify and understand the uses of ICT by university students in their learning processes This has intention of drawing conclusions to improve the learning design of situations in formal contexts, making them closer, adapted and motivating for students, taking into account the different profiles of students identified. We have into account the affinity of students by some kinds of technological tools and resources.

The specific research goals are:

1. To analyze uses of ICT of students regarding with learning processes.

2. To characterize the kind of use and preferences for ICT in learning situations, both formal and non formal.

3. To observe the relationship among: ICT used, the areas of learning, the actions / tasks to be performed and several variables (age, type of education, gender and field of knowledge).

The theoretical framework of the project is related with three thematic areas:

1 – Long life learning.

In planning and structuring learning experiences mediated by technology must take into consideration the interrelationship between three basic elements (Garrison et al, 2001, 2005, 2006): cognitive (construction meaning by means of continuous reflective process within a research community), social (ability to connect with members of the community of learners on a personal level) and didactic (structure and support to the educational process). At the intersection of these three elements creates a stimulating context that facilitates critical discourse and reflection for the construction of meaning and makes sense to a community with educational goals.

2 - The process of identity construction of students by means of ICT in relation to the learning process.

The scientific-technical revolution of our society has determined changes in the ways that young people adopt the forms of cultural production and consumption, relating, communicate and learn  as shown by several studies (Turkle, 1995; Postman, 1991, Lankshear and Knobel, 2008; Freixa and Porzio, 2004, Solé, 2007). However, two recent studies (European Commission, 2007, University College London, 2008) call into question the widespread topic of the domain of technology by young people, and they finds  a use of recreational and social network and lack more skills for academic purposes.

3 - Role of ICT in the achievement of academic and professional skills.

Communities and virtual environments have great potential as a ways for learning and professional development. However, the setting up of virtual communities is not something spontaneous that occurs by simply having Internet access. Training is required. Studies on the uses of the Internet in the university system of Catalonia (Duart et al, 2008) note the distinction between the uses of the network inside and outside the classroom. Outside the classroom, both teachers and students are recognized as experts and regular users of the network communication purposes, social relations and finding information, while the same agents recognize and use much more restrictive in the context of traditional universities.

The hypothesis is that students use various technological tools for different purposes, which is determined by the type of actions and tasks to be performed and by different independent variables (age, type of education, gender, academic ... etc.).

DUART, J.M., et al. (2008) La universidad en la sociedad red. Usos de la red en el sistema universitario catalán. Barcelona:Ariel. EUROPEAN COMISSION. Directorate-General Information Society and Media, 2007, “Eurobarometer on Safer Internet for Children: qualitative study 2007”. Disponible en: http://ec.europa.eu/information_society/activities/sip/docs/eurobarometer/qualitative_study_2007/summary_report_en.pdf [consulta, 28-1-2008] FREIXA, C.; PORZIO, L. (2004): "Los estudios sobre culturas juveniles en España (1960-2003)". En: Revista de Estudios de Juventud. Madrid: 2004. Nº 64: De las tribus urbanas a las culturas juveniles. Monográfico. GARRISON, D.R., ANDERSON, T.; ARCHER, W. (2001). “Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education”. The American Journal of Distance Education. N.º 15, pág. 7-23. GARRISON, D.R.; ANDERSON, T. (2005): El e-learning en el siglo XXI. Investigación y práctica. Barcelona: Ediciones Octaedro. GARRISON, D.R. (2006) “Online collaboration principles” Journal of Asynchronous Learning Networks, 10 (1), pp. 25–34. LANKSHEAR, C.; KNOBEL, M. (2008): Nuevos alfabetismos. Madrid: Morata. POSTMAN, N (1991): Divertirse hasta morir. Barcelona: La Tempestad. SOLE BLANCH, J. (2007): "Los jóvenes y sus prácticas culturales a través de las TIC", a Universitas Tarraconensis. Revista de Ciències de l'Educació. Tarragona: Universitat Rovira i Virgili. Any XXXI, III època, juny, 2007, pàgs. 151-159. TURKLE, S. (1995): La vida en la pantalla. La construcción de la identidad en la era de Internet. Barcelona: Paidós. University College London-CIBER GROUP (2008) “Information Behaviour of the Researcher of the Future” (University College London CIBER Group, 2008), http://jisc.ac.uk/. [consulta, 4-3-2008]