In education, the social nature of Information and Communication Technologies (ICT) is promoted and its role is established in pedagogical practice, it is conceived as an integrating axis of learning, as the incorporation of Information and Communication Technologies (ICT) in educational environments, contribute to the development of potentials by learning to learn, learn to create, learn to live and participate, learn to reflect and learn to value, allowing students to interact with technological resources.
The educational practice of the teacher must be based on the application of innovative educational strategies that are relevant and appropriate to the current demands of society. It should be noted that Information and Communication Technologies (ICT) are very valuable multisensory communication tools in educational innovation, since they favor the relationship of teachers with students, thanks to technologies, significant responses are received from them. , because they process the information given in a much faster and clearer way. That is why teachers rethink traditional teaching methods, to expand and complement them with new innovative methods.
With Information and Communication Technologies (ICT), dynamic, didactic and collaborative processes are constructed, in order to give students the possibility to advance at the pace of their learning needs, guiding them on how to use them, presenting contents that are interactive and creative. , providing elements for a critical assessment. The use of Information and Communication Technologies (ICT) in education is one of the preferred alternatives to promote improvements in the environment and reach all students equally through:
Educational software: When students manipulate the figures with freedom and independence in an educational software and perform free creations or perform activities such as: soups of series, puzzle games, crossword puzzles among others, critical thinking is developed - reflective and potential creative in them. They favor the learning process and help promote constructivist learning, as well as arouse interest and motivation to learn in students, because it is something new and innovative for them.
Office tools: They are pedagogical tools of the first order, they have many potentialities, because they are collaborative instruments for carrying out multiple tasks, such as: reports, summaries, posters, brochures, school newspapers, tables, graphs, slides, and so on. They open a variety of possibilities in the production of activities and are didactic learning resources that progressively strengthen students' reading and writing.
Videos: This technological tool facilitates the construction of knowledge, thanks to the communicative potential of images, sounds and words to transmit information and stimulate the senses and learning in students, allowing to call attention to the topic that will be addressed in the classroom.
Internet: It is a source of information of all kinds: texts, photographs, graphics, music, videos, animations, educational software among others, students can search for information in an appropriate way, as well as being a means of communication that possesses qualities that overcomes traditional media and facilitates interpersonal communication of all.
In conclusion, it can be said that Information and Communication Technologies (ICT) constitute new forms of knowledge that become excellent tools to form communication networks and favor the incorporation of knowledge from a construtivist perspective. The use of technological tools such as hypertexts, hypermedia, digital libraries, educational software on the Web, help promote systematic research and innovation in educational activities allowing the teacher to de-function in a better way, helping them to develop strategies that they promote the significant learning in the students, generating in them, a computer culture so that they are capable of handling computer programs.
for supporting educational content