The Declaration of Bolonia and the subsequent Prague (2001) and Berlin Reports (2003) specify that universities should prepare citizens to carry out a profession and that they should be permanently educated all their lives. In order to do this it must think about promoting a model of university teaching that centres on the student and lays the foundations for situations that lead to the exchange and contrast of opinions. In addition it must concentrate on the conversion of classrooms into environments where reflection and collaboration takes place during the development of work projects.
           It is evident that for this to happen the training of teachers needs to be taken seriously and the correct tools made available to them so that this process becomes something to be valued and relevant to education. It is here that the present proposal of the course of Expert in New Information and Communication Technologies in Intercultural Education comes in.
           From an educational point of view the tools that digital 'platforms' provide could have a relevant function as mediators of human interaction. With this aim, some contents of the course analyse the degree of correspondence that exists between the essential dimensions of formal communication and the support tools that the aforementioned digital 'platforms' provide. For this reason it's important to analyse tendencies in the use of these digital 'platforms' and identify those elements or factors which allow a greater understanding of educational practices.
           From the social interest of the course, Information and Communication Technologies (ICT), expressed through the internet, multimedia or virtual reality, propose an interaction and rate of learning radically different in comparison with past experiences, correspondence courses included. The form of working is individual but not isolated. Information is free from the rigid content of a printed text and as such takes on a more temporary nature, such as that which occurs during the generation of ideas, in addition to having a direct link with other documentary references, whether visual or audio. The use of ICT requires a minimal but specialised knowledge in the use of the computer and appropriate programs. Although digital communication is instantaneous it's still incapable of substituting 'presence in class'.