References to ICT in LOE and LOMCE:

After reading carefully both organic laws: LOE Posted in education, "BOE" No.. 106 of May 4, 2006, pp. 17158-17207 (50 p.) And LOMCE Organic Law 8/2013 of 9 December, to improve the quality educational, I have extracted the parts referring to ICTs in primary education In order to make an analysis and subsequent reflection.

References to new technologies in LOE:

"Without prejudice to the specific treatment in some areas of the stage, reading comprehension, oral and written expression, audiovisual communication, information technology and communication and education in values will be working in all areas." General objectives of primary education: i) Starting with the use of learning, the information technology and communication to develop a critical mind to the messages they receive and produce.

Article 6. Basic skills:

Data processing and digital competence: "In summary, the data processing and digital competence involve being an autonomous, efficient, responsible, critical and reflective person, to select, process and use information and its sources, and the various technological tools, also having a critical attitude and reflective in assessing the information available, contrasting it when needed, and respect the socially agreed rules of conduct to regulate the use of the information and its sources in different media."

- Knowledge area of the environment:

"The use of libraries and technologies of communication and information are inseparable today from any learning in this area and acquire a special importance in relation to the amount of information required to manage. The use of these resources must be planned as a content inherent in the area: the network encyclopedias, word processors, have become part of the school activity. These means are also a fast, easy and free access to a wealth of information on the environment and makes use of a facilitator and a motivating learning tool because it's something about the medium and experiential beings, landscapes, atmospheric phenomena , chemical reactions or physical phenomena , to the experience of children. Therefore, the teaching of the area should take advantage of these opportunities while contributing to the development of competition in the use of communication technologies and information, the use of which is given in all areas but whose initial literacy corresponds to the knowledge of the environment. "

- The area of Arts Education contributes to the acquisition of different core competencies:
"To data processing and digital competence its contribute through the use of technology as a tool to show processes related to music and visual arts and to bring students to the creation of artistic productions and image analysis and the sound and the messages they convey. This competence is also developed searching information on art forms for information and enjoyment, to select and exchange information regarding cultural fields, past and present, near or of other peoples. " Arts Education: Methodological guidelines for the evaluation: "As the curriculum area demands using different Information and Communication technologies this organization has also to consider how and when you will use these resources. Programming a specific unit in which ICT are use is not sufficient to achieve the proposed objectives. The incorporation of technology resources involves a continuous work in which this media are integrated into the programming. "

- Language area contributing to the development of basic skills:

" To data processing and digital competence, the area contributes as providing knowledge and skills for searching, sorting, processing and communication of information, especially to the understanding of this information, its structure and text organization, and for use in the oral and written production. The curriculum area includes the use of electronic media in the composition of the texts, which means more than a change of support, as it affects the operations themselves involved in the writing process (planning, implementation of the text, review...) and constitute one of the basic contents of this area. Therefore, to the extent that it is used while improving competition and digital information processing. But also, the new digital media that continually arise, involve a social and collaborative use of writing, allowing conceiving learning written under a real communicative exchange language. "

- Foreign Language Area:

"The substantial improvement in the media, along with the development and spread of information technology and communication have led to an increase in international relations without precedent. Therefore, in the XXI century must prepare students to live in an ever more international, multicultural and multilingual world. And our country is engaged as a member of the European Union in promoting knowledge of other EU languages. The Council of Europe in the Common European Framework of Reference for Languages: Learning, Teaching, Assessment, provides guidelines for both language learning and for assessing the competition."

Block 1, Listening and speaking, acquires, at this stage, particularly relevant.

" The limited presence of foreign language in the social context makes the language model provided by the school is the primary source of knowledge and language learning. The speeches are used in the classroom while learning vehicle and object, so that the curriculum has attended both the knowledge of linguistic elements and the ability to use them to perform

communicative tasks. Moreover, the language model must come from a number of speakers to collect as much as possible the variations and nuances that an environmental, linguistic model offers speakers both in phonetic and prosodic aspects as in the choice of expressions specific communication in familiar situations. Hence the presence in the curriculum of the use of conventional media and technologies of information and communication. "

- Math Area:
"Mathematics contributes to the acquisition of competence in information processing and digital competence in several ways: On the one hand, they provide skills associated with the use of numbers, such as comparison, the approach and the relationship between the different forms to express, thus facilitating understanding of information incorporating quantities or measurements. Moreover, through the contents of the block whose name is just information processing contributes to the use of graphical and statistical languages essential to interpret information about reality. On a smaller scale, initiating the use of calculators and technology to facilitate the understanding of mathematical content tools, is also linked to the development of digital competence. "

LOMCE: Preamble:
"We need to create conditions that allow a timely methodological change, so that the student is an active element in the learning process. Students and current students have changed radically in relation to those of a generation ago. The impact of globalization and new technologies make it different their way of learning, to communicate, to focus attention or approach a task. " "Alongside these principles are necessary to highlight three areas on which special emphasis LOMCE ago with the aim of transforming the education system. Technologies of Information and Communication, the promotion of multilingualism, and the modernization of vocational training " "Technology has historically shaped the education and its forming. Personalized learning and its universalization as major challenges of educational transformation, and the satisfaction of learning in non-cognitive skills, the acquisition of attitudes and learning by doing, require intensive technologies. Connect with the habits and experiences of new generations requires a thorough review of the concept of classroom and educational space, only possible from a broad reading of the educational role of new technologies. The widespread incorporation into the education system of Information Technology and Communication (ICT), which take into account the principles of design for all and universal accessibility, education and allow customization to suit the needs and pace of each student. On one hand, serve to reinforce and support in cases of poor performance and, second, it will expand without limitations knowledge taught in the classroom. The students can thus access motivated, according to the ability, to educational resources and offer many institutions at national and international levels. The Information Technology and Communication will be a key to produce the methodological changes that lead to achieving the goal of improving the

educational quality piece. Furthermore, the responsible and orderly of these new technologies by students must be present throughout the education system. The Information Technology and Communication will also be a key tool in teacher training and learning of citizens throughout life, enabling them to combine training with personal or work obligations and also will be in management processes.

Analysis:
What I draw from the above text is: - On one hand, LOE introduces new information technologies, from the development of digital competence, which is contributed from all areas of know-how. Obtaining this competence is presented in an accessible way and its development is specified in the objectives, content, evaluation and methodological orientation of the area. The LOE determined that being competent in the digital competence involves: Having the ability to: Search, get, process, communicate information and transform it into knowledge. That is, LOE presents ICTs and their uses as: Essential information, learn and communicate Item Association search, registration and treatment selection or analysis. Be competent in ICT as a tool for intellectual work and to be used in his double role - On the other hand, which LOMCE proposes from my point of view is a very idealized vision of the use of new technologies, especially focusing on generalizations. It is understood by the speech that ICTs is going to be used as a tool of learning-teaching, is incorporated into the methodology and as an effective tool to overcome the barriers of class space and possible inequalities, but does not specify how in any case, is not focused and it doesnt give any kind of reference. I think LOMCE has written really beautiful words, and if it gives resources enough to make those words possible, maybe it will work, but that is a long path away to walk along.