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The purpose of this study is to test the influence of ability and frequency of use of computer tools in the prediction of information skills in subjects aged between 14 and 16 years in Spain. The starting point is a representative sample of 1162 secondary education students from schools in the Spanish region of Castilla y León. Results achieved with structural equation modelling indicate a good overall fit. Individual relationships show that, while the ability to manage these tools and frequency of handling in non-formal education contexts (home) are key variables exercising a direct positive impact on the dependent variable, frequency of use in formal education contexts (school) has no significant effect on the prediction of information skills. Discussion is presented about the difficulties for schools to educate effectively in information skills. [ABSTRACT FROM AUTHOR]

This article aims to report on a contrastive analysis between the perceptions of novice and expert teachers on four key dimensions of implementing CLIL (Content and Language Integrated Learning) in primary and secondary schools in Spain. To this end, we applied a non-experimental research design with an ex-post-facto methodology using questionnaire studies. The instrument employed was an adaptation of a previous questionnaire, which was completed by 151 in-service teachers. From the data analysis, statistically significant differences were obtained in the criteria variables when they concerned the teaching experience in CLIL projects. Our data confirm that expert CLIL teachers prioritize methodological competencies and the ability to integrate language and content over subject knowledge and language proficiency, exhibit a more critical view of published course materials, value cooperation and innovation as integral components of CLIL teaching more highly than novice teachers and are more aware of the benefits of bilingual programmes. [ABSTRACT FROM AUTHOR]