The incorporation of ICTs as an axis of educational transformation

Abstract

Introduction: The analysis carried out showed that technological advances exerted a decisive influence on daily and professional life, especially in the educational field. In this context, Information and Communication Technologies (ICT) were presented as indispensable resources to guarantee inclusive and quality education. Likewise, international organizations and national legislation highlighted the need to ensure their incorporation, recognizing the central role of the State and the importance of teacher training.
Development: The study showed that ICTs not only functioned as technical tools, but also transformed the dynamics of teaching and learning. In Argentina, educational legislation regulated the right of students to access these technologies, reinforcing the role of the state in their implementation. However, success depended on the preparation of teachers, who designed innovative methodologies to motivate and facilitate meaningful learning. It was also pointed out that educational inclusion required addressing student diversity and reducing the digital divide. Several specialists agreed that public policies and teacher training were key to guaranteeing complete educational trajectories, especially in contexts of vulnerability. In this sense, the creation of ministerial commissions and comprehensive ICT plans reflected the commitment to expand access and promote equality at school.
Conclusions: It was concluded that the incorporation of ICTs constituted a strategic axis for democratizing knowledge and transforming 21st century education. However, its effectiveness depended on infrastructure, inclusive policies and, above all, on the constant training of teachers. Thus, ICTs were consolidated as a bridge to a more equitable and dynamic education, adapted to the challenges of the globalized world.