En este artículo nos proponemos indagar en cómo colaborar al logro de una mejor educación ciudadana (que tiene como núcleo la comunicación y la participación social), en el marco de las relaciones entre pares ¿juego y amistad- mediadas por las tecnologías de la información y la comunicación. Además de resaltar la importancia del juego en el desarrollo social de los me- nores, otro concepto que ocupa un lugar central en el desarrollo de estas páginas es el de interactividad. En los últimos años, la generalización de las tecnologías de la información y de la comunicación, de modo particular entre la sociedad occidental, ha generado un nuevo escenario en el que los menores ocupan un lugar privilegiado: no sólo tienen un acceso preferente a estas nuevas pantallas, sino que las han acogido con naturalidad y su pericia tecnológica se convie rte en muchas ocasiones en ventaja frente al uso que hacen los adultos. Muchas han sido las voces que llaman la atención, tanto desde un punto de vista positivo como de advertencia de peligro, sobre esta afinidad entre un grupo que, por su edad, está en formación, y unas pantallas que evolucionan rápidamente y ocupan cada vez más relevancia en las relaciones sociales, familia- res y profesionales. The objective of this article is to take a deeper look at how to achieve a better citizenship education; the touchstones of which are communication and social participation, in the context of peer-based relation- ships. These are framed by friendship and play mediated by information and communication technologies. Playing is a key element in the social development of young people; and another crucial idea for the development of this discussion is the concept of interactivity. Access to information and communication technologies has become widespread in recent years, especially in western society; this phenomenon has given rise to a new situation in which children enjoy a privileged position: not only do they have easy access to these new platforms, but the naturalness and facility with which they use such technologies often outstrip adult ability in this regard. Warning voices have come from all around; from those who view the use such technologies as positive; to those who warn of the dangers. Especially is important the influence on children of a formative age and their connection with screens which are developing and occupying an ever-increasing role in social, family and professional relationships. Five aspects that may explain this affinity between adolescent users and the new platforms are pointed out. The first two are: interactivity (which enables the development of active communication), and sociability (technology fosters the need to remain in ongoing contact with their peers). The rise in the use of mobile phones may be accounted for by the key needs and the primary relationships in the age-group: identity and communication. Third, new technologies enable the creation of private spaces. The fourth reason for the above mentioned affinity is personalization: the desire to feel different. Finally, the fifth aspect is the unlimited information to which users have access. The relationship between young people, interactivity and dialogue would appear to be promising. As a fluid and natural relationship, it may be drawn on to encourage users to acquire the knowledge, attitudes and skills that may enable them to grow as citizens and, more importantly still, as people
