Present research intends to understand the role of ICT based learning models in professional training  for construction sector in Spain, as well as gathering empirical knowledge about professional trainers ICT competences and their application to further education.

The evolution of Information and communication technologies provides a whole new generation of tools for training purposes, as it is well established by scientific literature about this topic (UNESCO, 2000) (Cabero,1996, 2006, 2009), (Cebrián, 2003), (Gonzalez Soto, 2005, 2009), (Blázquez, 2005) but this is just a reflexion of how technologies are dynamically changing our economical, labour and social environments, (Blázquez, 2005), (CEE, 2007).

Today, it can be said, digital competences are needed not only for white collar working environments, as it seemed to be in the past, but as main skills to promote personal and professional development leading to exercise proper citizenship. In this sense, ICT training plays a relevant role in many Union and national strategies. (CEE, 2007)

Information systems had become an important part in all economical activities, even construction sector begins to apply technologies such as integrated GPS/laser tools for earth moving machinery or remote maintenance management, as well as intensive use of design an CAD software, which begins to require specific training for operators and development of some sort of ICT competence.

Information society triggers a new reality, knowledge is dynamically evolving so education today requires cultural, social, professional and personal adaptation (Tejada, 2002), yet, in 2005, only 10% of European workers accessed lifelong education resources, where desirable figures were around 40% (Redding, 2005).

ICT related training includes rich media environments that are able to support comunicative and interactive training models, which allows, at least, three levels of interaction that can be related to main learning theories (Baumgartner,2004) as, more than technologies themselves, it is important to integrate them in learning and teaching processes (Fandos, 2007).

We believe, ICT driven training may have a positive impact on motivation and outcomes, wether on elearning or blended stiles. It is also possible to apply technology to strengthen understanding and enhance learning processes within construction sector, as a flexible response to training needs derived from competence recognition.

This reality brings up two main challenges,

1.    Despite enormous growth in elearning solutions for professional training in the last few years, low qualification workers, however, still present a worrying lack of digital comptences and access barriers to this training style. This digital gap, that can be concepted as an exclusion factor, (Castells, 2008) remarks as equaly important to train in ICT (digital literacy) as using ICT as media enhancementes for training.  (Vivancos,2010).    

2.    Teachers must be able to use ICT in professional training, as stated in UNESCO ICT competence standards for teachers (UNESCO,2005), trainers must be able to understand, use, and generate knowledge trough ICT extensive usage. This research focus on this second challenge

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