Towards ICTs. Migration with no turning back

Abstract

This article, which is the result of research, examines the role of ICTs (Information and Communication Technologies) as tools that enable new forms through which teachers and students interact within the context of current education. It describes the transformations that have accompanied the use of technological tools among young people, and emphasizes three of their characteristics: interactivity, connectivity, and hypertextuality. It provides a reflection on schools and their ability to assess student learning in non-formal settings. It was found that in making their transition from a physical to a virtual space, teachers and educational institutions must consider validating and promoting a change from an externally regulated setting to a setting where students regulate themselves. There is a need to take into account the contributions of institutions to the implementation of technological resources in schools where students are encouraged to use these resources in their academic activities. It concludes that the role of current schools is to train using ICTs and to provide adequate resources so that students may learn how to use technological tools to study and, later on, to perform their duties at work in a responsible and efficient manner. It stresses the fact that education in the 21st century should emphasize the promotion of holistic knowledge that turns students into competent workers.