Currently, the work of teachers has been characterized by the inclusion of technological resources to benefit the teaching and learning processes.

Authors such as Perrenoud (1999) and Hargreaves (2005), dissert about the existing need for teachers to develop teaching strategies through the incorporation of currently available tools, such as: computers, software and Internet.

To this end, it comes into discussion the structuring of a new teacher profile characterized by professional competencies that makes possible in students the development of XXI Century skills[1]. It is mentioned among these teaching competencies the fact that teachers need to mobilize their knowledge areas through the use of new technologies (Perrenoud, 1999).

The change of paradigms in the teaching and learning processes is also a matter that the teaching profession faces when trying to answer to the needs of a postmodern society (Hargreaves, 2005).

In turn, UNESCO (2008), in a work where Intel was directly involved in, established what it called “ICT competency standards for teachers” or ICT-CST, which attend to three basic components:

1. Basic ICT notions[2]

2. A deepening of knowledge

3. Knowledge generation

These three components are additionally approached under the premise of the socio-political scenarios unique to each country and region. All these visions contribute on their own to obtaining better levels of quality in children and young students’ education, with an emphasis on the modernization needs of said processes, foreseeing for this not only infrastructure requirements to be covered, but also the strategies and curriculum and professional content to take it to good term.

It is therefore vital that educational authorities of countries around the world include within their social development programs, a section that places special attention to the development of strategies that involve:

1. Founding teacher training programs in terms of the inclusion of technological resources for education. To this end it’s convenient to put interest into those needs that teachers express regarding the adoption of the new educational paradigm: ICT training, curricular adaptations, infrastructure improvement, etc.

2. Making educational programs for the incorporation of technological resources that attend to the specific needs of each region.

3. Motivating teachers to know and elaborate strategies and models of incorporation of technological resources for education.