Modernization of the Professor in the Teaching in the actuality: Application of Technology (ICT) and Pedagogy in Education

Abstract

This article investigates the characteristics, qualities, knowledge, skills and educational and pedagogical values that the Professor must meet actuality. The main objective is to argue the socially desired performance of the modern Professor from the theoretical bases of Pedagogy and Educational Sciences. In the educational-pedagogical process, the Professor-student binomial plays a fundamental role in the educational task. This research analyzes the role of the Professor and the educational and pedagogical tools and characteristics that the Professor needs to achieve the respective success in educational work. Currently and with regard to educational characteristics and skills, the Professor must know how to apply ICT in teaching, which is an essential tool. ICT include the use of any communication device: radio, television, cell phones, computers, satellite systems, internet, software. Thus, the Professor needs to have a wide and pertinent educational environment that allows sharing theoretical knowledge, exercises, evaluations, practical workshops, experiential experiences, mainly through the application of technology and ICT (Information and Communication Technologies) essentially due to the use of computers and the respective software. In addition, teaching must have a welcoming, comfortable educational setting that goes beyond a Professor-student relationship, transforming teaching into the generation of knowledge, experiences and experiences through motivational and pedagogical guidelines. Thus, the pedagogical orientations and teachings of the Professor constitute another fundamental role in teaching apart from the educational and technological skills and characteristics of the Professor. In this article, the characteristics, qualities, knowledge, skills and educational and pedagogical values that the Professor must currently have for the respective transmission of knowledge and values to the student are analyzed. The objective of this transmission of knowledge is completed with the stimulation of self-learning through various family-school-society actors in an efficient and dynamic way in order to achieve practical virtual learning for a current world without borders. Current educational paradigms, such as those related to the search for quality teaching and the generation of spaces for gratification and enjoyment, make the student become the central axis of the why and why of learning: “Educate for life”, Or what (Sirvent et. Al. 2006) calls social learning, alluding to innate, unstructured learning that walks in time with the waltz of life itself, within a human-family-sociocultural context. In this way, the Professor must currently gather all the characteristics, qualities, knowledge, technological skills and educational and pedagogical values that allow educating for the life of the student. Thus, the teaching and transmission of knowledge together with the pedagogical and motivational orientations constitute the fundamental tools of the Professor to achieve the development and training of the student in society.