Abstract:

As mentioned Manuel Area: "... technologies for information and communication should be considered more than mere hardware or mere transmitters of information channels that convey communication between a sender and a receiver. We now know that the learning environments in educational settings is a complex process involving a number of variables and factors associated not only with the internal attributes of the material (content, hardware, forms of representation and coding systems information, ...), but also with variables of the subjects that interact with the material (such as prior knowledge, attitudes, age, cognitive styles, ...) and context variables used the material (work done with the media, educational goals and teaching method integrating pedagogical material, ...)"

Additionally we consider that the incorporation of such technologies in schools in addition to its technical characteristics, as well as educational objectives, they face not a lack of educational vision either by the institution or but also by themselves teachers. We believe that there is a barrier not by age, not the institution, not the infrastructure but by the absence of the teacher's own experience allow you to use and innovate with these technologies in their daily practice in the classroom.

Do not forget, to incorporate the technology simply because it is new, does not imply Educational automatic improvement. Any incorporation of technology requires an educational approach, it requires teacher’s skills. Our arguments are based from the study of the use of these emerging technologies by senior teachers from a school particularly in engineering in advanced technologies (UPIITA) belonging to the National Polytechnic Institute, Mexico at the Autonomous University of Mexico City, in the career of Communication Sciences, both institutions of higher education in Mexico.

Keywords:

Technologies, teacher´s skills, challenge.