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.