Chancusig-Chisag Juan Carlos, Llano-Casa Alex Crhistian, Castañeda-Carranza Julio, Gómez-Arce Ricardo, Gamboa-Cruzado Javier
The illusion that ICTs could be the key to solving a large part of educational problems and to giving a fast momentum to the quality of teaching has been fading in the face of the great pending challenges and the difficulty of modifying the organization of schools and the way teachers teach. However, new reflections, models and initiatives are emerging and give rise to renewed expectations. Actually, the use of ICT in the classroom is the objective of study of this research, it is an important aspect for teaching and learning since it facilitates the students to have a meaningful learning, as long as it is according to an adequate planning for the different areas that will be given, the methodology of study is the field, since the problems of education in educational institutions are evidenced. The results obtained are that the incorporation of ICT in education requires to think previously about the objectives and challenges of education and then determine how and under what conditions the presence of ICT in schools contributes to them. The first and most important thing is to determine the meaning of ICTs in education and which pedagogical model can contribute most directly to improving educational quality and equity. Therefore, we conclude that it is essential to establish the relationship between ICT and the development in students of their ability in order to learn to learn, to search for information selectively, to have a critical position with the information available on the network.
Cognitive Abilities, Teaching Sources, Teachers, Students, Technology, New Teaching Methodologies
Cite this paper
Chancusig-Chisag Juan Carlos, Llano-Casa Alex Crhistian, Castañeda-Carranza Julio, Gómez-Arce Ricardo, Gamboa-Cruzado Javier. (2022) TICs in Education. International Journal of Education and Learning Systems, 7, 179-193