To research how children and adolescents use technology both inside and outside school. To analyze and monitor the development of knowledge-building capabilities supported by digital technology. To identify the critical aspects to develop knowledge and competences related to skills such as digital literacy, digital citizenship or computational thinking. To identify strategies to promote a critical and proactive spirit in terms of knowledge generation and digital identity management. To account for the development of the different gaps (degrees of access, effective use, ownership, consumption and production of knowledge) both by students and their families, and close social circles.

To identify and analyze global trends in technologies (software, hardware) applied to education. To analyze ICT incorporating experiences, both within and outside the classroom. To analyze the interaction between applications, content and devices used autonomously by students, assisted by teachers and in a collaborative manner with their peers. To monitor collective usage, production and exchange of educational resources for effective implementation of new teaching practices. To conduct studies on the quality of the user experience. To design new educational and teaching support tools. The research in this field is intended to become an input for technological monitoring, strategic planning, identifying trends and developing predictive models applied to the use and development of the demand in infrastructure and technology platforms.

We seek to understand how ICT can stimulate cognition, and in what contexts it can improve cognitive and emotional processes in children and adolescents. We seek to analyze to what extent multi-contextual learning (formal, non-formal and informal) supported by technology can influence learning styles and processes. Based on a deep learning approach, we seek to rethink curricular and pedagogical strategies that recognize different ways to learn and to share the knowledge learned.

To promote, facilitate and carry out studies to assess the educational and social impacts of Plan Ceibal, with particular regard to the ‘knowledge gap’. To identify, analyze and systematize adaptable and customizable tools to assess the development of knowledge and skills, as well as deep learning and learning for life. To design a baseline to recognize learning achievements (knowledge, skills, talents) stimulated through the formal and informal use of digital technologies. To include and compare longitudinal education performance indicators.

To identify and contextualize frontier strategies to develop a digital technology culture in teachers commensurate to educational challenges, both for deep learning and the incorporation of technology. To identify different teacher profiles and to learn how to professionalize technology-supported learning and how to publicize these achievements in society. To identify and systematize those practices that allow teachers to be brought up-to-date in the development of new ways to access, process, generate and share knowledge.