[en] &lt;p&gt;The enormous quantity of technological devices and screens that all the publics use it turns out to be fundamental to be provided with resources that should integrate the social reality in the academic context. Beyond the country and international reports that certify the proliferation of technology and digital devices, there arises the need to be provided with manuals that should determine a proper waybill to contribute to the introduction of these new resources in the pedagogic ecology. A demand that justifies the contact of the m&oacute;vildigital ́s generation with the technology.In addition, it becomes obligatory a modification of the educational politics and of the curricula, fact that not always takes place. For all this, in this investigation the Spanish curriculum is checked of infantile and primary and they are described of shallow form, part of the multiple existing resources, fundamentally in Spain, to teach with technology. This reality is related to 5 areas of the common frame of teaching digital competition and to 12 educational keys that are established for the digital society. In this sense, one does not think about how to offer pedagogic solutions to the changeable reality but there talks each other of make visible the legislative situation and the grade of presence of the TIC in the same one. There centers the interest the justification of the need for pedagogic change to teach the movildigitales across methodologies and resources that turn out to be familiar to them and that allow them to reach proper mean and functional learning of the education for competitions that focuses on the attention of the current pedagogies.&lt;/p&gt;

[es] &lt;p&gt;Cuando existe una ingente cantidad de dispositivos tec-nol&oacute;gicos y pantallas, que son cada vez m&aacute;s utilizados, resulta fundamental contar con recursos que integren la realidad social en el contexto acad&eacute;mico. M&aacute;s all&aacute; de los informes nacionales e internacionales que certifican la proliferaci&oacute;n de tecnolog&iacute;a y dispositivos digitales, surge la necesidad de contar con manuales que determinen una hoja de ruta propia para contribuir a la introducci&oacute;n de estos nuevos recursos en la ecolog&iacute;a pedag&oacute;gica. Una demanda que justifica el contacto que la generaci&oacute;n m&oacute;vildigitalmantiene con la tecnolog&iacute;a.Adem&aacute;s de ello, se hace preceptiva una modificaci&oacute;n de las pol&iacute;ticas educativas y de los curr&iacute;culos, hecho que no siempre se produce. Por todo ello, en esta investigaci&oacute;n se revisa el curr&iacute;culo de espa&ntilde;ol en educaci&oacute;n infantil y primaria, y se describen de forma somera, parte de los m&uacute;ltiples recursos existentes, fundamentalmente en Espa&ntilde;a, para ense&ntilde;ar con tecnolog&iacute;a. Esta realidad se relaciona con las 5 &aacute;reas del Marco com&uacute;n de competencia digital docente y con las 12 claves educativas que se establecen para la sociedad digital. En este sentido, no se busca ofrecer soluciones pedag&oacute;gicas a la cambiante realidad, sino que se trata de visibilizar la situaci&oacute;n legislativa y el grado de presencia de las TIC en la misma. Centra el inter&eacute;s la justificaci&oacute;n de la necesidad de cambio pedag&oacute;gico para ense&ntilde;ar a los movildigitales mediante metodolog&iacute;as y recursos que les resulten familiares y que les permitan alcanzar el aprendizaje significativo y funcional propio de la educaci&oacute;n por competencias que focaliza la atenci&oacute;n de la pedagog&iacute;a actual.&lt;/p&gt;