This paper reports an experience of educational innovation related to the design and delivery of a postgraduate course in education, which seeks to promote in its participants the use of digital technology for educational and social inclusion. The semester-long course, of recent creation, has been offered annually on two occasions within an online professionalizing master's program, with the aim that the students analyze, reflect and appropriate the theoretical approaches that underpin inclusive education, the Universal Design for Learning (DUA) and the technological tools that facilitate an education for all. In this course, mainly self-directed, the students were organized in multidisciplinary teams to develop a technological educational resource that would promote inclusivity in a situation of marginality and that would impact a current educational challenge in the context in which the participants work. At the end of the course, the students' final opinions indicate that, in the vast majority of cases, the experience helped them acquire another perspective of their professional practice, which allows them to detect educational needs and formulate educational proposals that favor the social and educational inclusion of the people they serve.
