Information Society, digital technologies and education 
Discourses on the information society 
features
Exuberance
Omnipresence
Irradiation
Multilaterality / Centrality
Interactivity / One-sidedness
Heterogeneity
Disorientation
Passive citizenship
We have a staggering and diverse amount of data.
The new information instruments, or at least their contents, can be found everywhere
The Information Society is also distinguished by the practically unlimited distance that the exchange of messages reaches today.
The technical capabilities of contemporary communication allow us to receive information from everywhere, although more often than not, most of the information that circulates around the world comes from a few places.
Unlike conventional communication (such as that offered by traditional television and radio), the new instruments for disseminating information allow its users to be not only consumers, but also producers of their own messages.
In contemporary media and particularly on the Internet, attitudes, opinions, thoughts and circumstances that are present in our societies are duplicated - and multiplied.
The enormous and growing amount of information to which we can have access is not only an opportunity for social and personal development.
The dispersion and abundance of messages, the preponderance of content of a commercial nature and particularly propagated by large media consortia, and the lack of sufficient training and reflection on these issues, tend to combine so that in the Information Society, consumption prevails over creativity and commercial exchange is more frequent than knowledge exchange.
The sociocultural effects of information and communication technologies 
located in three directions
modification in the development and distribution of the media.
create new possibilities of expression.
develop new extensions of information, approaching the concept formulated by Mcluhan of the "global village".
Cebrián Herreros draws attention to the phases of
Production
Postproduction
Treatment
Reception
Access
Main effects
role that the media play as socializing elements.
number of times that we are subjected in our culture to its messages and effects.
he construction of reality is carried out today in the media.
which is possibly one of the ways to avoid the manipulations that originate with them.
Educational problems generated by technological omnipresence 
They favor changes in the centers:
Have an institutional project that defines and sets the guidelines on the innovation that is intended.
Have adequate infrastructure and resources (in the center, in the classrooms ...)
Teacher training
The predisposition of the teachers and the educational community of the center in general towards change
Make changes difficult:
The rigidity of the organizational structures of the centers
The traditional roles of teachers
Resistance to incorporating new educational perspectives
The opinion of the teachers: (in various seminars on this topic)
The main problems in the centers
Lack of pedagogical and ICT training of a part of the teaching staff.
Lack of motivation on the part of the teaching staff, attitudinal problems.
In general, little teamwork and little teacher coordination
Lack of educational resources.
The challenges of education in the information society 
Need for Universal Access
Continuous and rapid expansion of knowledge and peremptory nature of the contents and skills
Need for Social and Communication Skills
Need for Action for Development
Need for a Reformulation and Better Integration of ICT in the Curriculum
Integration of Media and Expansion of Educational Content
Expansion, Maintenance and Operation of the Information Technology Infrastructure of the Education Sector
The coverage offered by the education sector (public and private) in terms of providing access to ICT is still limited and the designation of funds for its expansion is urgently needed as a fundamental strategy in education development plans.
In a world in constant transformation, where inequality and injustice are the most generalized feature of our reality, those with the privilege of having access to education and New Technologies should not settle for being passive users and beneficiaries of them.
The multiplier effect of access to numerous sources of information and joint work and research through communication networks mean that knowledge is maintained in a continuous and agile expansion that translates into the constant renewal of the different disciplines in which it is classified. conventionally knowledge and education.
In a world in constant transformation, where inequality and injustice are the most generalized feature of our reality, those with the privilege of having access to education and New Technologies should not settle for being passive users and beneficiaries of them. Our countries need that in addition to being open to change and being part of it, we are all actors that generate change.
Studies carried out in environments as different as the United Kingdom and Chile have shown little impact of the use of ICT in education on students' grades. But this does not necessarily mean that ICT have not had a positive impact and have served to achieve better training in students and the development of valuable skills and abilities in them..
The increasing and changing complexity of technological and scientific knowledge, as well as the operations and logistics involved in the interconnected processes of today's world, mean that no one can rely exclusively on their own expertise and abilities to perform the tasks in which they participate..
Despite the various and numerous efforts made through the different educational media (print, radio, TV, software and internet), the didactic and reference materials and content continue to be insufficient to provide significant coverage of the education sector and remain as initiatives isolated that reach exclusively the users of each medium and are not used by the rest.