Abstract
Information and communications technology (ICT) is currently inserted in the daily activities of a human being and has become a necessary resource, vital for their development up to the point of not conceiving activities without using these. In this sense, the education field is not the exception and has been partially including ICT as support for the teaching practice; however, there is an increasing demand from the students to implement more resources and activities supported by these technologies. A significant distance exists (the known digital divide) between the possibilities offered by different web applications that can support the pedagogical practices and the actual reality of the teaching practice, where the students realize the flaws and the necessity of strengthening the technology skills of the teachers to efficiently develop and orientate such use. In this regard, it is necessary to critically reflect on the possibilities that are offered by different web applications and their impact, their purpose in the pedagogical practice in a way that can serve as a pretext to motivate the teachers in their use and application in the development of their classes, achieving real formative processes. By doing this, students can be offered real, significant learning experiences from the technological, social, and pedagogical view, consolidating in a first instance the abilities of the teachers in the ICT area, as well as the comprehensive learning of their students, being updated on the advances that ICT offers globally, and implementing these permanently in their job as teachers, thus innovating their classes and motivating students towards learning and toward consolidating the use of ICT in the different disciplines, with the human and social component that must characterize us, accomplishing from this standpoint and reflection a pedagogical practice of quality.
Highlights
Considering the different pedagogical, psychological, religious, and political stances from which a class can be boarded, different strategies and efforts have been proposed for the duty of the teacher throughout history, which are considered to be the focus of the functioning of educational institutions and pedagogy
Information and communications technology (ICT) and the role it must execute in pedagogy are not being used at its full potential, on one hand because the national and international tests do not evaluate rigorously the technological abilities of the students, and on the other hand because, based on years of teaching experience in the private and public sector, as well as in diverse researches, there are flaws in the technological abilities of the teachers from different areas when implementing ICT in pedagogy or even in the educational policies established by the institution, by secretaries or by the Ministry of Education
These competences, which teachers must possess for the most effective and efficient incorporation of ICT in their pedagogical practice, according to Cabero (2014), are: Cognitive, technique (ICT domain), pedagogical applications, methodological, positive and critical attitude towards them, facilitator of the teachinglearning process, of the ability for their students to incorporate them into their learning, of the ability to adequately choose technological resources, of being permanently trained and trained in their use, ability to work cooperatively in networks, and of being a constant evaluator. (p. 114)
Summary
Considering the different pedagogical, psychological, religious, and political stances from which a class can be boarded, different strategies and efforts have been proposed for the duty of the teacher throughout history, which are considered to be the focus of the functioning of educational institutions and pedagogy (understanding pedagogy as the development of the education process, that is to say the class itself). ICT and the role it must execute in pedagogy are not being used at its full potential, on one hand because the national and international tests do not evaluate rigorously the technological abilities of the students, and on the other hand because, based on years of teaching experience in the private and public sector, as well as in diverse researches, there are flaws in the technological abilities of the teachers from different areas when implementing ICT in pedagogy or even in the educational policies established by the institution, by secretaries or by the Ministry of Education These competences, which teachers must possess for the most effective and efficient incorporation of ICT in their pedagogical practice, according to Cabero (2014), are: Cognitive (knowledge of their discipline), technique (ICT domain), pedagogical applications (knowledge of the possibilities they offer as educational tools), methodological (application of appropriate procedures), positive and critical attitude towards them, facilitator of the teachinglearning process, of the ability for their students to incorporate them into their learning, of the ability to adequately choose technological resources, of being permanently trained and trained in their use, ability to work cooperatively in networks, and of being a constant evaluator. Using Inger Enkvist’s words, “What the PISA tests evaluates do not reveal if there is a good environment in the classrooms, good principles are taught or if humanities are well taught.” high results on standardized tests are not precisely a guarantee for the institution, and even less to society, that the objective of “comprehensive learning” is being accomplished; it cannot guarantee the minimization or elimination of the current index of corruption, violence, or any other social indicators that show the defects of the education system
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