This article offers part of the results obtained from a project titled “Study of the impact of the ICT project from the teachers’ and students’ point of view, in the early years of its implementation in public centres in Andalusia”, the main purpose of which was to analyse the impact of ICT incorporation plans in education centres, from the experiences of the main actors in that environment. The results shown here are those obtained with regard to the advantages and drawbacks that such education policies brought about in education centres. Th e results show that the advantages and drawbacks found by teaching staff and students are different, as what each collective expects does not always coincide with the day to day reality in the centres that have implemented these plans.

The introduction of innovation and its implementation both at the company and territorial levels are linked to many variables among which Word of Mouth (WOM) can play a critical role. In particular for small communities WOM can act as a privileged source of information determining, in many circumstances, the innovation diffusion or rejection and heavily influencing the related training and extension programmes and learning processes. This paper attempts to outline some guidelines for those operators concerned with innovation diffusion particularly in rural areas. After a synthetic review about some theoretical indications about WOM as relevant foundations for the understanding of this phenomenon, the paper develops an operational approach mainly based on some contributions deriving from the complex systems theory in the definition of the architecture and dynamics of social networks with particular regard for small communities. On the basis of a survey conducted in a rural area in Central Italy, the paper illustrates the modalities through which WOM flows are concretely articulated and proposes some suggestions for its diagnosis and practical management.

The topic of the paper corresponds with the authors’ effort to support the professional development of music education teachers leading to the creation of various structures of further education. On a selected sample it particularly analyses the educational needs of the target group of respondents – music education teachers of standard schools with traditional educational programs. It studies the formation of conditions for introducing didactic innovations, transfer of experience and approaches to education in the area of music education.

Shaping Individual Multilingualism in the Early Stages of Education – European Context and Exemplifications

The article characterizes – in the European context – a relatively new term in the language teaching: plurilingual education. The are also discussed the pedagogical implications of the Language Awareness model, which can provide alternative and complementary approach to classical models of language teaching or conducting education in two or more languages. The paper also presents the results of qualitative research carried out in Vienna (Austria) and London (United Kingdom). The results illustrate solutions supporting the development of individual plurilingualism at the early stages of teaching. The main objective of this study was to determine what solutions supporting the education of children with diverse language and cultural experiences are being used in kindergarten and early grades at elementary school in Europe and whether these arrangements are developing plurilingual competence of all students. Analysis of existing solutions have not aimed at suggesting the ready-to-use strategies. That is why the description contain the identification of the emerging trends and factors that determine effectiveness of different solutions.