Information and Communication Technologies in Ecuadorian Education: News and Challenges
Keywords:
Information and communication technologies – ICT, Teaching, Teachers, educational processes, Learning requirementsAbstract
The need to introduce new information and communication technologies (ICT) in teaching at all levels is evident, but it is more important to do so with a comprehensive vision and adequate planning. This article aims to characterize these new trends in educational processes as part of their own evolution. A research instrument was designed to characterize how these are fulfilled according to the perception of students and teachers. The results showed that there is a marked difference between the discourse of those who promote the introduction of these new technologies and what happens in practice, where centralization limits the flexibility of curricula, the economic situation of governments and individuals limits access to ICTs and their application show a very limited use of the new requirements linked to critical and systemic thinking, creativity, the capacity for analysis and synthesis, and orientation towards problem solving. A model of change is proposed that demands two basic premises: the existence of an economy that facilitates access to ICTs and a change in the mentality of the actors involved, more consistent with the new reality
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