Abstract:

Nowadays, universities must respond to a new society characterized for being flexible, open and competitive; promoting, through the use of technology, that students harbor a globalized thinking and produce connections with the environment, reflecting on the value of knowledge and the potential of technology in learning.

The Information and Communication technologies (ICT) are an auxiliary implement in educational matters helping to increase the generated learning even beyond the classroom. Teachers must not only know and use technologies, they also have to know when and how to use them and when not to. Also important is making a selection of the technological item which better supports an explanation of a given topic, or taking into consideration the size of the class to choose the appropriate technological tool.

It is evident that teachers need a didactic-technological training throughout their working life to perform competently with ICT. Educational settings have ostensibly changed based on new methodological approaches, new materials, new organizational forms, among others, making ICT supported learning almost mandatory.

A systematic review of literature on the professors’ competencies in ICT in higher education since 2000, is carried out throughout this article; it highlights the need for training in ICT competencies to create more favorable conditions in favor of the acquisition and generation of new knowledge and, therefore, a beneficial use of these technologies to facilitate and support the professors’ labor inside and outside the classroom, promoting a continuous training in the student.

Keywords:

Competencies, ICT, Teacher training, higher education.