The author argues that the media system today presents itself according to a manifold and integrated dimension, in which it is possible to identify forms of hy-bridization, made possible by convergence to digital. At the same time, experience with new digital network technologies (ICT) is increasingly widespread, both for communication and for access to information. For all this, digital competence has been considered by the EC among the key competences for life-long learning. The school must promote a critical and conscious use of the ICT by designing learning environments in which students, with the guidance of teachers, become active in the construction of knowledge, also collaborating with the peers.
Keywords: media education, digital competence, e-schooling, digital technolo-gies, information and communication technologies, teacher training.