ICTs

Information and Communication Technologies (ICTs), also called Digital Information and Communication Technologies (DICTs) according to their nature, designate the tools and devices used in contemporary communication – from computers and cell phones to the software and applications they use, from networks and social media to distance learning platforms – and are present in many everyday activities.

In the document “Technology and the transformation of education,” published in 2016 by the Santillana Foundation, the use of ICTs in the classroom is presented as a fundamental resource, capable of transforming pedagogical practices and leveraging student learning and development in Latin American schools, supporting how “teachers design and execute the teaching and learning processes”.

How to achieve transformation with Information and Communication Technologies (ICTs)?

According to the author of the document, it is necessary to follow three elements to achieve this transformative perspective:

• The concept of teaching as a mere transmission of content must give way to new methodologies that enable the development of students’ skills to operate on the content;
• The fundamental pillar of educational quality is the professional competence of teachers: if students do not find teachers in the classroom capable of generating more learning opportunities, there will be no genuine improvement in educational quality;
• With competent teachers and in the right conditions, the use of technology in education makes it possible to create teaching and learning spaces that facilitate the development of skills that society and the economy expect from students today.

In the training proposal of Samsung Solve for Tomorrow, ICTs are a structuring part of teaching practices and activities conducted by young people. Encouraged to make use of technological tools in their activities, the groups experience robotics, programming, and application and software development activities in practice.