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The media not only influence the education that children receive, but they also do so very directly in the type of society we have and have around them. We could practically say that society is created from models that expand thanks to the Media, individual and collective models, created by our politicians or leaders, by the big economic multinationals, by minorities with some common characteristic, etc. , but at the end of the day they are models of behavior that the Media
reproduce, with their guidelines and their rules; that sometimes they fulfill a merely informative function, but that other times it has clearly consumerist, ideological overtones, or that to all lights are completely unreal, but that in spite of it the young people
they take as valid and acquire them completely in their behaviors.
Therefore, it is undeniable to state that it is necessary to be able to integrate media education in the classroom, making teachers aware of the educational and social importance of this work, and making students have influence of the Media in Education. Current critical capacity and can correctly interpret the messages that the media
They send continuously, so that these Media come to exercise a fully educational and formative function on our youth, always looking for a balance between Education and the Media, and not seeing
to these as something that is continually manipulating us and interposing in the teaching work.

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Disadvantages and advantages of the PLE as pedagogical mediation.

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Disadvantages and advantages of the PLE as pedagogical mediation.

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1) Disadvantages and advantages of the PLE as pedagogical mediation
in an academic year.

The PLE in the search for self-learning in a correct manner, brings advantages and disadvantages taking into account the variety of the public.

Advantage:
· Promotes in the person the ability to be an intelligent and selective search engine of the information found in repositories, data banks, virtual libraries, bloggers, tutorials, texts and the web in general.
· Promotes self-learning.
· Information is obtained from multiple sources.
· The student assumes an active role in the learning process.
· Allows you to consult topics informally.
· The possibility of personalizing the collective information that we share in our daily life.

Disadvantages:
· It is difficult for people who lack the capacity to self-direct their learning.
· Ignorance of ICT.
· Too many tools can be overwhelming.
· Different pedagogical modalities clearly face-to-face.

2) Presentation of the objectives of the social context of the PLE.

The personal learning environment as the name implies is the way each person has to learn, as it is obvious that all minds are totally different worlds with multiple perspectives in a number of topics, likewise they do not usually learn in the same way In this case, the PLE guides us in an appropriate way in the search for those forms that facilitate learning.

Each person creates their own learning environment, identifying the different tools that facilitate the acquisition of information, hence the importance of how it is handled in the learning process since many times it is not known or is not known. structure to acquire information in the best way and a mixture of many tools is made reaching the point of saturation of information, the new PLE environment allows organizing ideas and directing them towards what is intended to learn, in order to provide it to those interested in the new knowledge.

The PLE is an excellent resource when investigating different topics, of course, in order to learn in this way you must have the ability to self-direct learning and change traditional habits which are provided as a basis from an early age.

This resource facilitates learning at your own pace, without schedules, without classrooms where each self-directed person who wants to learn and at what level you want to arrive, at times that adapt to daily obligations.

It is characterized as a space where people are not only simple recipients, on the contrary they have the option of creating, sharing, commenting and thus contributing to their own learning, being their own learning network where they have the freedom to communicate and receive information. to focus on web 2.0 which, thanks to its tools, makes it possible for information to flow widely and for users to be transmitters-producers and receivers-consumers at the same time.

The PLE is a way to see learning with its different relationships that allows you to develop personally and professionally together with other people.

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Formal, non-formal and informal learning.

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Formal, non-formal and informal learning.

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The Impact of ICT on Education is divided into three Formal Education Informal Education Education for people with disabilities acquires the following characteristics acquires the following characteristics acquires the following characteristics - Distance education thanks to technological advances. Internet libraries where documents are consulted Forums, blogs, etc. that allow communication outside the classroom - The power of the Internet to move a self-learning - The difficulties for people with disabilities to navigate the Internet. Young people learn in a way - Synthesizers of voice and lines of self-taught braille for the visually impaired (partial or total) - It is important to promote the responsible use of the Internet in young people. -There are several special devices - Telecommunications to enrich the - The virtual education that allows the - Allows to clear the barriers - You must understand what young people are doing with the Internet resource and direct their learning in the informal field towards a significant learning, taking advantage of of the resources of technology. for people with motor disabilities (ie: adaptive keyboards that accept voice orders) classes connect all over the world -one page must take care of its design to be accessible and easy for time-space conditions that have conditioned the teaching processes that are navigated for everything type of disability That is, having a simple and clear design, without many things that "make noise and distract from the content - Allows sharing information at the level References Echeverry, L. and Lopez, A. (2007) Information and Communications Teaching in Education, Scientia B lecwica, XI34), 403-307 The Network for Disabilities: Disabled people can surf the Web with adapted web pages and adequate technical help, retrieved from the internet on August 15, 2012.

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The Educating City belongs to us all 12/12/2018 CIUDAD EDUCADORA. Sometimes we are not aware of our ability to act and our sense of agency. Often we do not want to appropriate the concepts and proposals that, in reality, belong to us. There are times when we do not perceive that ideas are not owned by anyone and belong to everyone. On January 9, 2017 the Plenary Session of the City Council of the City of Algeciras unanimously approved to work to make Algeciras an Educating City. This approval entailed two obligations for the City Council of Algeciras: to become part of the Educating Cities Network and to design (and implement) the City Educational Project that truly allows a municipality not only to be called "educator" but actually to be so. Since then the Algeciras City Council has managed this initiative with an exasperating slowness, as much as possible. If in January 2017 I gave in this blog the welcome to the approval of the Educating City motion and indicated possible lines of action, as I continued doing in an entry of February 2017, in December of 2017 I already issued a critical voice with motive of the delay of one year to send the application to enter the Educating Cities Network. However, now, in December 2018, when we still do not have a City Education Project and in view of the City of Education initiatives by the City have been limited to the celebration with balloons of the International Day of the Educating City and support the I Congress of Ibero-American Teachers, recently held in Algeciras, now I no longer complain. I will not write again saying that the City Council must sit down with the social agents to elaborate the Project; I will not say that two years is too long; I will not accuse anyone of having let the idea die or of not having complied with the motion of the Town Hall Plenary. No, I will not. On the contrary, yesterday I was invited to participate in the II Conversations about the City organized by the AlCultura Association and endorsed by the Algeciras Campus Technology Foundation. I was invited to speak, precisely, about the Educating City and there I had the opportunity to present some of the keys to this initiative since the 90s in Barcelona until today, through its development in Latin America or in different European cities. There I was lucky to be able to participate in the subsequent debate that was organized among the attendees who filled the room and to respond to their concerns or doubts about the proposal of Educating City. And there I had the opportunity to announce the commitment of my research group and my staff, which I confirm below. Starting next January, the Research Group HUM-840 "Open Knowledge for Social Action", which I am fortunate to coordinate, will convene a series of meetings to design the Educational Project of the City of Algeciras. These meetings, which will be held between January and April 2019, aim to address the different phases of the development of the City's Education Project in a transparent, open, collaborative and horizontal manner and, therefore, will seek the participation of citizens and institutions of the City of Algeciras From the Research Group "Open Knowledge for Social Action" we assume this commitment because we believe that university research groups have a duty of service to citizenship and from this public service vision we want to contribute to reflection on the educational possibilities of the City of Algeciras In addition, we do so from our commitment to open knowledge and hoping to serve as catalysts for a useful work process and destined to be able to generate both a valid document for action and collaborative networks that are in themselves constituents of the foundations of a authentic Educating City. We are aware, however, of the difficulty of the effort. The leadership of the Educating City initiative corresponds to other institutions and other people but it does not seem that there has been in these two years since the motion of the Plenary Session of the City Council a great willingness to assume leadership or initiative. For this reason we decided to act not against anyone but in favor of the City of Algeciras and the people who inhabit it. A city that is effectively an educator is better prepared to face the challenges of the present and the future. Now the time has come for the citizens of Algeciras to really take a step forward and assume our responsibility by giving ourselves what we need and deserve: a City Educational Project to work for our own future and wellbeing.