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. Menichetti, M. K. Borges (eds.), Teacher Education & Training on ICT between Europe and Latin America (39-48). Roma: Aracne editrice. Carretero S., Vuorikari R., Punie Y. (2017). The Digital Competence Framework for Citizens . Luxembourg: Publications Office of the European Union. Di Fabio A. (2002). Bilancio di competenze e orientamento formativo , Firenze: Giunti O.S. Duchowski A.T. (2007). Eye Tracking Methodology: Theory and Practice . London: Springer. European Union (2008). Recommendation the European Parliament and the Council of 18 December 2006 on Key

References ARENDARSKA J., Elektroniczna dyplomacja - nowe narzędzia komunikowania w dyplomacji [online: June27,2017],; BUD (2013) Hashtag Politics: The Polyphonic Revolution of #Twitter, vol.1., Pepperdine Journal of Communication Research; Council of the European Union, Conclusions on electronic diplomacy [online: June 25, 2017],; Dyplomacja

References Ausburn, L.J., Ausburn F.B. (2004). Desktop virtual reality: a powerful new technology for teaching and research in industrial teacher education. Journal of Industrial Teacher Education, 41 (4), pp. 33-58. Cachia R., Ferrari, A., Ala-Mutka K. M., Punie, Y. (2010). Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in the EU Member States. Publications Office of the European Union. Drucker, P. (2002, August), The discipline of innovation. Harvard Business Review

Wrocławiu (Eng. Project Management as an Opportunity and a Challenge for Public Administration. Scientific Papers of the WSB in Wrocław), (26), 195-206. STASIAK-JAZUKIEWICZ, E., & JAS-KOZIARKIEWICZ, M. (2011). Polityka Medialna w Unii Europejskiej (Eng. Media Policy in the European Union). Warsaw: Poltext. TROCKI, M. (Ed.). (2012). Nowoczesne zarządzanie projektami (Eng. Modern Project Management). Warsaw: Polskie Wydawnictwo Ekonomiczne. TROCKI, M. (Ed.). (2015). Planowanie przebiegu projektów (Eng. Project Planning). Warsaw: Oficyna Wydawnicza SGH. TURNER, J. R

References Bezjak, S., & Klemenčič, E. (2014). Learning active citizenship through volunteering in compulsory basic education in Slovenia. Traditiones , 43 (3), 51-65. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology , 3 (2), 77-101. Buckingham, D. (2003). Media education. Literacy, learning and contemporary culture . London: Polity Press-Blackwell Publishing. European Parliament and the Council of the European Union (2006). Recommendations of the European Parliament and of the Council of 18 December

European Union. doi:10.2791/80171 Clark, D. (2013). MOOCs: taxonomy of 8 types of MOOC. April 16 , Donald Cla . Retrieved from Commission staff. (2013). Analysis and mapping of innovative teaching and learning for all through new technologies and Open education Resources in Europe . Luxembourg: Publications Office of the European Union. Conole, G. (2013a). A new classification of MOOCs. MOOC Quality Project, June 4, 2013. Retrieved from http

uso de TIC de los futuros maestros. Comunicar, 35 , 175-182. Ranieri, M., & Bruni, I. (2018). Digital and Media Literacy in Teacher Education: Preparing Undergraduate Teachers Through an Academic Program on Digital Storytelling. In Cubbage, J. (Ed), Handbook of Research on Media Literacy in Higher Education Environments . Hershey, PA: IGI Global. Redecker, C., & Punie, Y. (2017). Digital Competence Framework for Educators (DigCompEdu) . Brussels: European Union. Scull, T. M., & Kupersmidt, J. B. (2010). An Evaluation of a Media Literacy Program Training Workshop

Programme for Research and Innovation (2014-20) and under the Research and Training Programme of the European Atomic Energy Community (2014-18) complementing Horizon 2020. Official Journal of the European Union (2015/C 399/02) Gros, D. and F. Roth (2008), The post-2010 Lisbon Process: The key role of education in employment and competitiveness, CEPS Working Document No. 308, Centre for European Policy Studies, Brussels. Herzon, I, Macken-Walsh, A., McCann, K., Pietx, J. (2015) Empowering Farmers operating on High Nature Value Farmland: a solutions-oriented discussion

-155). Paris: L’Harmattan. Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks, Luxembourg: Publications Office of the European Union, in Gills, B. K., & Thompson, W. R. (2006). Globalization and global history. Hove (UK): Psychology Press. Gozzini, G., Sciré, G. (eds.) (2007). Il mondo globale come problema storico. Bologna: Archetipolibri. Helsper, E.J., Eynon, R. (2009). Digital natives: where is the evidence? British Educational Research Journal, 36 (3), 503-520. Laurillard, D. (2014). Insegnamento come scienza della

Teoría Sociocultural. Una aproximación Educativa. Revista de Educación, (320), 223-253. ECLAC (2010). Plan de acción sobre la sociedad de la información y del conocimiento de América Latina y el Caribe (eLAC 2015). Lima, Perú: CEPAL - Naciones Unidas. European Commission (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (2006/962/EC). Official Journal of the European Union, L 394, 10-18. European Commission (2016). New Skills Agenda for Europe. Retrieved from http