The social and economic transformations taking place in the first decade of the century and continuing into the second have imposed criteria and oriented the demands placed on the education system. The current historical context, which has been described with terms such as globalization, information and knowledge, and the network society (Castells, 1997; Druker 1993; Hargreaves, 2003, Lash 2002), mobilizes political decisions regarding education and forces goals to be reconceived in functional terms that are in constant change.

In this sense, global organizations such as the OECD and UNESCO express the importance of worldwide indicators for basic competencies, and in particular, digital competence and skills for using Information and Communication Technology (ICT) (Goody, 2001, UNESCO, 2008).
European initiatives also express these concerns. In 2004 the European Commission first presented eight key competencies for personal fulfilment, social inclusion and employment in the knowledge society. One of these was digital competence. In 2006, the domains of these competencies were reviewed and confirmed, thus, producing the final push for their explicit inclusion in the curriculum.

As a result of these initiatives and in the midst of common European guidelines, the need has arisen in Spain for a new educational reform will these basic competencies as one of the pillars for the education system and school curriculum (LOE, 2006). Within this framework lie the information handling  and digital competence.

Stemming from new legal requirements, the "School 2.0" project for the full integration of ICT into classrooms has been implemented in Spain. This initiative promotes the 1 to 1 model (one computer per student), as is happening in many other parts of Europe, Latin America, and elsewhere (ITE, 2011). In Galicia, this project is given the name Proxecto Abalar.

The present study is carried out in this context of change. It aims to analyze the interpretation that schools are making of new curricular regulations regarding the information handling and digital competence.

The main objective is to identify and understand the process of appropriating curricular proposals regarding digital competence developed in schools in Galicia (Spain).
As a preliminary step, it is essential to go through the plans, programs, recommendations, and projects that have been taking shape at a worldwide, European, national (Spain) and autonomous region (Galicia) level. Thus, we seek to understand the approaches and implications underlying each of them.

- Castells, M. (1997). La era de la información. Economía, sociedad y cultura. (Vol. 1). Madrid: Alianza. - Comisión Europea (2004). Competencias clave para un aprendizaje a lo largo de la vida. - Denzin, N. K. & Lincoln, Y. S. (2011). “Introduction: The discipline and practice of qualitative research”. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (4th ed.), pp. 1-33. Thousand Oaks, CA: Sage. - Drucker, P. F. (1993). Post-Capitalist Society. New York: HarperBusiness. - Gewerc, A. (Coord.) (2009). Paradojas y dilemas de las universidades iberoamericanas ante la sociedad del conocimiento. Barcelona: Davinci. - Gimeno, J. (2009). Diez tesis sobre la aparente utilidad de las competencias en educación. En J. Gimeno Sacristán (Comp.). Educar por competencias, ¿qué hay de nuevo? (pp. 15-58). Madrid: Ediciones Morata. - Goody, J. (2001). Competencies and Education: Contextual Diversity. In D. S. Rychen & L. H. Salganik (Eds.), Defining and Selecting Key Competencies (pp. 175–190). Göttingen, Germany: Hogrefe & Huber. - Hargreaves, A. (2003). Teaching in the Knowledge Society: Education in the Age of Insecurity. New York: Teacher College, Columbia University. - ITE (2011). Iniciativas 1:1. Ministerio de Educación. Gobierno de España. - Jenkins, H. (2009). Confronting the challenges of the participatory culture: Media education for the 21st century. MIT Press. - Lash, S. (2002). Critique of Information. London: Sage Publications. - Ley Orgánica 2/2006, de 3 de mayo, de Educación (BOE No. 106 de 4 de mayo de 2006). - Recomendación 2006/962/CE, del Parlamento Europeo y Consejo, de 18 de diciembre de 2006, sobre las competencias clave para el aprendizaje permanente (DOUE No. L 394, de 28 de diciembre de 2006). - UNESCO (2008). Marco propuesto para evaluar las competencias básicas en materia de información. París: Consejo Intergubernamental del Programa Información para Todos (IFAP). - Yin, R.K. (2003). Case study research: design and methods. Thousand Oaks, CA: Sage Publications.