In my daily performance as a teacher, both in Primary and General Media, I find a common denominator among my colleagues who develop or exercise this same mission. Common factor that worries me and makes me question more and more the importance of the preparation and updating that we must have as a teacher; this aspect is the lack of knowledge on the part of the teaching staff, regarding the new technologies and how to incorporate these technologies into the educational process.
Reflecting on the subject, I analyze and share with you this post
THE TECHNOLOGIES OF INFORMATION AND COMMUNICATION TODAY
Currently in all areas of human activity, Information and Communication Technologies suppose and impose an unprecedented transformation determining and giving direction to society and the life of man. The Information and Communication Technologies in today's life stipulate the social dynamism, the ways of producing and doing, but, in addition, conditions the human being in the world as a person since they become an inseparable part of it by merging the logical and mental categories of every person.
TECHNOLOGY IN EDUCATION
In this sense, the educational system does not escape from this reality, where it is understood that the emergence of the New Technologies of Communication and Information in the educational sphere reflects a new philosophy or teaching model, where education demands qualified teachers in this field, to transmit successfully the so-called information society or digital culture, which has a specific impact on society and culture due to its transformative effect on reality.
This is how technology becomes an instrument especially useful for learning, since they are a category of the human mind and for this a professional teacher is required to manage properly the technological equipment available in school institutions or outside of them, but at the same time understand that learning with technology has to do with perceiving stimuli, coding and decoding them, selecting them, ordering them, storing them, transmitting them; in a word, manage them according to certain patterns or demands schemes and intentions.
WHAT IS EXPECTED:
In these specific aspects of education, teachers are expected to be mediators, facilitators or counselors of their students; For this, the teacher must have to his credit a varied range of experiences of uses of Information and Communication Technologies. Among them, that know how to manage the computer widely, use educational software, Internet, multimedia, computer language and others; to be able to assume with it, a strategic role both in planning and in the execution of pedagogical activities, thus converting Information and Communication Technology into a tool.
IN MY REALITY:
It is observable as in the majority of the school institutions that count on the technological resource, they do not include in their pedagogical development the teaching of the Educational Informatics.
This situation is due to the lack of knowledge on the part of the teaching staff, regarding the new technologies, such as incorporating them into the educational process. The absence of conditions, abilities and skills for the use of these. Also the distance to workshops in the area, availability of time to learn them, resistance to change or simply has not valued the meaning of Information Technology and Communication.
So, teachers who do not know how to manipulate mobile phones, are not familiar with social networks, apply a program, manipulate a technological equipment, connect a network or simply use a browser is visible and palpable in my real context.
INTERROGANTS THAT ARISE:
What theoretical and practical knowledge about Information and Communication Technologies do the teachers in my area have?
What technological training activities will be necessary to plan for updating the teacher in Information and Communication Technologies and how to incorporate them into the pedagogical process?
What actions can be developed in order to raise awareness among teachers to take on challenges with Information and Communication Technologies in the pedagogical process for the construction of learning?
IN CONCLUSION:
The reality found in my context evidences a theoretical and practical ignorance on the part of the teaching staff regarding the role played by Information and Communication Technology within the educational field and the current demands of information on the part of society, the community and ende of the learners. Being able to affirm, that it is real the lack of understanding between the professors on what they represent the computers and the way in which in a direct way in the process of learning and in the thought, which manifests an attitude of resistance to the change and therefore to the utility of technology in all areas of life.