Abstract:

The beneficial expectation of ICT within the education system and the conditions in which this expectation is made possible point to the need in making changes in all areas (technical, pedagogical, administrative, managerial) so that efficient and effective educational experiences can be created that favor teaching and learning processes (Coll and Monereo, 2008). Demand for these modifications is especially focused on the stakeholders in the educational scenario - teachers and students - demanding from them the transformation of paradigms in the conception of teaching and learning and, likewise, of competencies and skills related to the appropriation of ICTs in the role and function that they perform (Díaz, Pérez and Florido, 2011).

Reflectively using ICTs from a pedagogical perspective means that teachers are aware of all the possibilities of these tools, not only to transmit information but also to relate it to the teaching and learning processes and integrate it into the symbolic system of the educational context (Coll, Onrubia and Mauri, 2007). We relate all types of language to this context, such as oral, written, audiovisual, graphic, numerical, aesthetic, etc., and the other possibilities of creating conditions for the achievement of the proposed educational objectives.

The teacher's pedagogical training must start from the competencies that the teacher must develop to apply ICT educationally. This study, which is an integral part of the Lovedistance (Learning Optimization and Academic Inclusion Via Equitative Distance Teaching and Learning) European Project - number 609949-EPP-1-2019-1-PTEPPKA2-CBHE-JP, highlights the competencies related to the implementation of the possibilities of carrying out a plan based on ICT; the design or the capacity of organizing and constructing learning scenarios with ICT; and the evaluation or the possibility of measuring the effectiveness of ICT for education within the educational spaces where they carry out their teaching (Coll, 2008).

Different stages are established throughout the development of the teacher's competencies, which can be considered as different levels of appropriation of technology to be used with ever-increasing effectiveness. The conceptualization of these levels within the educational practice is defined according to the decisions made by teachers concerning their practice and which consequently impact their actions and perceptions in the classroom (Biddle, et al., 2000, cited by Díaz, Martínez, Roa and Sanhueza, 2009). These representations as presented by teachers may be influenced by their initial training, their professional background, their cultural factors or personal theories on teaching and learning processes.

Lastly, the transformation has to do with the adaptive modifications made to practices involving the use of technology in the classroom.

This aspect would be related to conditional knowledge (Montes and Ochoa, 2006a: 91). We can say that the knowledge (conceptual, procedural and conditional) that teachers have about ICTs determines their use of them and how they adapt them in their educational practices.

Keywords:

ICT skills, teacher training, ICT competences.