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Information and Communication Technologies (ICT) promote the urgent need to forge a new learning. This has originated the massiveness of continuous training. Since, through these technologies, by doing and undoing, you learn. Since years ago the intelligent classroom, as an innovative strategy, was not known and the knowledge acquired in it did not provide for a correct teacher training as the maximum technological challenge. At that time, a critical analysis of the classroom was necessary as an integral part of digitization. But today there is already talk of the digital environment as an aspect of educommunication and, therefore, we will carry out a gradual journey in the critical analysis of the classroom as an integral part of Ecuadorian digitization, cooperative learning and the satisfaction of student needs as a role within social pragmatism. Likewise, if these methodological updates make a revolution or are only adaptations of what exists. [ABSTRACT FROM AUTHOR]

The results of the study that analyzed the criteria used by teachers of Languages in the selection, production and evaluation of Teaching Materials (TM) in their classroom contexts, in different Institutes of Teacher Training of Argentina are presented. The objectives were to investigate assumptions and implicit conceptions when making the selection of teaching materials and analyze production / elaboration and evaluation strategies. A cross-sectional descriptive design was adopted based on a survey and interview study, where 83 teachers of Languages - maternal and foreign - from institutions of Higher Non-University Level, State Management responded. Some conclusions: a) The criteria used to select the TM were accessibility, update, authenticity, complexity, interactivity, relevance, transversality; b) The TM should promote a higher level of student participation; c) Before TM who do not meet the requirements, teachers prepare their TM; d) Intercultural dialogue in the TMs is not always present. [ABSTRACT FROM AUTHOR]

The article approaches the integration of ICT in the area of Mathematics in educational centers in the Dominican Republic, taking as reference the Aristides Fiallo Cabral Elementary School. In this center, there are many situations that limit the effective use of ICT: shortage of technological resources; impairment in the domain of digital and techno-pedagogical skills; lack of motivation towards innovation; limited teacher training, among others. Based on this, the objective of the research presented (carried out between 2017-2018), was to promote the integration of ICT in the pedagogical practices of mathematics teachers. Action research was assumed to achieve the stated objectives. It is concluded that, despite the difficulties for the integration of ICTs, strategies adapted to our reality can be developed through which it is possible to integrate technologies into the teaching-learning process of mathematics. [ABSTRACT FROM AUTHOR]