ICT use in the classroom allows students to connect anytime and anywhere, often through collaborative
work. This enables them to interact with people from other countries, share experiences, and build a
more diverse learning environment. In doing so, learners gain opportunities to express themselves,
reflect on their progress, and broaden their perspectives.
Education through ICT
ICT plays an increasingly important role in education, which is why many professionals now see it as
an effective support in the classroom. When technology is introduced into a community with a clear
vision for the future, the responsibility does not fall only on teachers. School authorities must also
create pathways to provide sufficient resources and materials. One of the most valuable contributions
of ICT is its ability to foster innovative learning environments where students can easily connect with
their teachers and wider community. In addition, the integration of ICT in the learning process involves
working across four key areas of competence: Pedagogy, Collaboration and Networking, Social Issues,
and Technical Issues.
According with the Frameworks for ICTs in Teacher Education image, the pedagogy part refers about
the teacher’s instructional practices and knowledge curriculum within their disciplines to create
material and apply the ICT´s correctly in the classroom. Khvilon mentioned about the adaptation of
technology in the classroom. “The adaption of ICTs by teachers should (and does) challenge and
support changes in teaching practice, building upon individual pedagogic expertise. As teachers’
pedagogical practices with new technologies continue to develop, and organizational support and
access to ICTs grow.” (Khvilon, 2002, p.42).
An essential role of the teacher in the learning process is to create an environment where learners feel
comfortable and supported. Collaboration and networking help identify ways to share information while
respecting the intercultural context of the community. These practices also open opportunities for
innovative projects. As Khvilon (2002, p.43) notes, “Through collaboration and networking, professional
teachers promote democratic learning within the classroom and draw upon expertise both locally and
globally.”
Equally important are the social and health aspects of ICT use. This includes promoting ethical
behavior, such as respecting copyright and intellectual property, and encouraging moderate and
responsible use of technological devices. Khvilon (2002, p.43) also highlights that “hazards of
electricity and other power sources require care and the modeling of safe practice, the technology
standards for students and teachers from the International Society for Technology in Education (ISTE).”
Finally, the dimension of technical issues emphasizes the need for teachers to continually update their
skills in both hardware and software as technology evolves. For example, the use of laptops in the
classroom offers teachers a practical and efficient way to access and present information. In this
sense, technology becomes not just a tool, but part of an ongoing professional lifestyle.
Change in the Development of Education
ICT has significantly transformed the way learners interact with content, tasks, classmates, and
teachers. This reflects the broader development of education alongside technology in today’s society.
In 1994, the European Community recognized the emergence of the information society, a new model
of economic, social, political, and cultural organization. This society brought with it new ways of
working, communicating, learning, thinking, and living.
The internet provides a clear example of ICT’s impact on society. Beyond being a tool for
communication, information search, and data processing, the internet has created a complex global
space for social interaction and learning. In education, this means that learners can engage with
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, mayo, 2026, Volumen VII, Número 3 p 119.
