This document discusses how greater transparency in educational institutions through technology can improve quality of services. It notes that transparency allows all to understand each institution's characteristics and share best practices, leading to gradual quality improvements. The document also discusses how new technologies require new skills for students and teachers to operate in virtual environments. This includes skills for seeking, sharing, and developing knowledge through digital tools as well as acting in new social spaces. Technology further allows new forms of teaching and learning through tools for information processing, knowledge access, communication, and online social interaction that eliminates barriers of space and time between teachers and students. A new educational system and policy is needed to implement extensive use of technology for online learning environments, new organizational forms, and educator training

1. GREATER TRANSPARENCY, WHICH CARRIES A
HIGHER QUALITY SERVICES
They offer all educational institutions in cyberspace allows the
company to better understand the characteristics of each center and
the activities that take place on it. This transparency, which also
allows all know and play good practices (organizational, educational
...) that are performed in some centers, resulting in a gradual
improvement in quality.
In line with these approaches is also Javier Echeverría (2001) for
whom the rise of new technologies, especially the advent of "third
environment" (virtual world) has important implications in education.
Ofthesehighlights:
- Requires new skills. The "third environment" is a place for social
interaction that can do things, and it needed new knowledge and
skills. In addition to learning to seek and impart information and
knowledge through ICT (build and disseminate audiovisual
messages), we must empower people so that he can step in and
develop in the new virtual scenarios.
Still necessary to read, write, calculate, have knowledge of
science and history ... but all this will complement the skills and
abilities necessary to act on this new social space telematics.
- Allows new teaching and learning processes, taking advantage of
the capabilities offered by ICT: information processing, access to
knowledge, communication channels, social interaction environment
...
In addition to its potential to complement and enhance the teaching
and learning face, ICT can create new environments for learning
online, which eliminates the requirement of coincidence in space
and time for teachers and students.
- Request a new educational system (a policy teleeducativa) with
training systems which use ICT tools extensively, such networks
constitute new basic units of the system (where students learn to
move and intervene in the new environment), new scenarios will be
used and specific materials (on-line), new organizational forms, new
methods for the educational process ... And educators will be trained
in educational networking.

2. Although school attendance still exist, their work is complemented
by various activities in these new virtual learning environments
(some of them not specifically offered by educational institutions),
which will also facilitate learning throughout life ..
- It requires the recognition of the universal right to education also in
the "third environment." Everyone has the right to have access to
these scenarios and receive training to use ICT.
It must fight for this equality of opportunity but for now looks remote.
Even the most powerful states (guaranteeing a general education for
all citizens) have difficulty in defending this principle in the virtual
world, where they find it difficult to adapt to this new trans-territorial
structure in which large multinational corporations ("the lords of the
air" ) struggle for power. Furthermore international institutions
(UNESCO, OEI, EU ...) educational not have enough