USE OF ICT AND CONNECTIVISM IN EDUCATION: CHALLENGES FOR EDUCATIONAL INSTITUTIONS, TEACHERS, AND FAMILIES

Abstract

This analysis addresses the challenges and opportunities posed by the use of Information and Communication Technologies (ICT) in educational processes, in light of the Curriculum Guidelines for the Technology and Informatics Area in Basic and Secondary Education issued by the National Ministry of Education (MEN) and the connectivism paradigm proposed by George Siemens and Stephen Downes. It is argued that technological advances have transformed access to knowledge, generating the need for new forms of teaching and learning centered on connection, collaboration, and critical thinking. Within this framework, the leading role of the student is highlighted, as well as the importance of an educational triad composed of institutions, teachers, and family, which enables the development of digital, communicative, and ethical competencies. The essay also discusses the advantages of ICT, such as personalized learning and educational inclusion, as well as the risks when they are not implemented critically. Finally, it concludes on the role each element of the triad must play to promote equity and digital literacy in all educational contexts.