For Brave (apud PAPERT, 1985, p.9) that it affirms that, in the scope of construcionismo: … the learning happens through the process of the intelligent child to teach to the computer donkey. With this proposal, Papert inverts the current picture of use of the computer in the school. The computer leaves of being the way to transfer information and starts to be the tool with which the child can legalize its intuitivos knowledge. Biggest century XXI brought obtains the one of the revolution Technological Revolution. To each day that passes is each more difficult time to be without the use of technological ways or to be independent of them, it is as soon as if it must face the new trend. in the educational scope does not go to be different, with the information easiness it is had that to be prepared to face new the challenge that the NTIC go to bring to the professors and the learning.
Then it is important to be the shovel of the transformations and to try understands them. According to IHDE of (1993, cap.2), three aspects they are essential for the characterization of what it is technology: First, a technology must have a tangible component, concrete, a material element. Second, the material element, condition of base, must be part of some set of action culturally determined human beings. Third, it must have a relation between objects material and the people use who them, idealize or conceive (design), construct, modify. Now it fits to each one educator to understand and to look for to be I take care of to the concepts, to the meanings, the manuscript and to be along with the new features of technological world. Depending on the sight way, of the referencial it does not have to say that all the NTIC are educational and yes if it must bring it and become it an educational technology as says Cysneiros, 1998).: The computer can be some educational technologies, but also a not educational technology.
DIGITAL INCLUSION and TICs All technology, brings in itself, one technique and this always atrela it what the man makes before its necessities and its work, elements these of its daily life. It is essential, in the current days, the support of the technologies in the process of teach-learning in the scope of the education. Much has argued in recent years the necessity of if making a digital inclusion for those individuals that do not have access to the Technologies of Information and Communication (TICs). In this direction it has the current idea of that the most adjusted process of digital inclusion perpassa before more nothing for the TICs, for the income and the Education. Thus, she is necessary that this tripod is always firm so that if can undertake this fight against the digital exclusion. Notadamente does not have to be abused ' ' determinismo' ' , therefore such principles are accessible the deepening of studies. The socioeconmica exclusion also is a phenomenon that contributes considerably for the digital exclusion. The idea more propagated it is of that the digital inclusion would have to be propagated and/or to be initiated by means of public politics, through action and/or projects, that aim at investments in the purchase of the technological apparatus (computers, date-show among others) and investments in the qualification of all the citizens, prominence for the involved ones in the education. Destarte, is necessary to stand out that the education has essential paper in the digital inclusion, this because the processes of education and learning could and/or can undisputedly favor and to fortify the formation criticizes of the individuals, what it is determinative for its action before the difficulties imposed for its daily one. Of this form, it has greaters possibilities of the individual to come close to the New Technologies of the Information and Communication, in order to understand them in a global context of market, capital stock entrepreneurs, information, inaquality and as an intelligent tool that can (depending on the use that if it intends to undertake) facilitate professional action, as in such a way daily.