Decalogue for the didactic use of ICT in the classroom

Decálogo para el uso didáctico de las TIC en el aula
  1. What is relevant should always be educational, not technological. For this reason, a teacher when planning the use of ICT must always keep in mind what the students are going to learn and to what extent the technology serves to improve the quality of the teaching process that takes place in the classroom.
  2. A teacher or professor must be aware that ICTs do not have magical effects on learning nor do they automatically generate educational innovation. The mere fact of using computers in teaching does not mean that you are a better or worse teacher or that your students increase their motivation, performance or interest in learning.
  3. It is the didactic method or strategy together with the planned activities that promote one type of learning or another. With an expository teaching method, ICT reinforce learning by reception. With a constructivist teaching method, ICTs facilitate a discovery learning process.
  4. ICT must be used so that students learn by “doing things” with technology. In other words, we must organize work experiences in the classroom so that students can develop tasks with ICTs of a diverse nature, such as searching for data, manipulating digital objects, creating information in different formats, communicating with other people, listening to music, watching videos. , solve problems, hold virtual debates, read documents, answer questionnaires, work as a team, etc.
  5. ICTs should be used both as support resources for academic learning of the different curricular subjects (mathematics, language, history, etc.) and for the acquisition and development of specific skills in digital and information technology.
  6. ICTs can be used both as tools for searching, consulting and preparing information, as well as for interacting and communicating with other people. In other words, we must encourage students to develop tasks of both an intellectual and social nature with ICT.
  7. ICTs must be used both for the individual work of each student and for the development of collaborative learning processes between groups of students both in person and virtually.
  8. When planning a lesson, didactic unit, project or activity with ICT, not only the objective and curricular learning content must be made explicit, but also the type of competence or technological/informational ability that is promoted in the students.
  9. When we take students to the computer room, improvisation should be avoided. It is very important to plan the time, the tasks or activities, the grouping of the students, the work process.
  10. Using ICT should not be considered or planned as an action outside or parallel to the usual teaching process. That is to say, the activities of using computers have to be integrated and coherent with the objectives and curricular contents that are being taught.

Elaborado por M.Area

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