We often hear about ICTs in education—as if they were something new. But aren’t they just the natural evolution of chalk and blackboards?

I’ve always seen ICTs not as the future, but as part of the present we’re still getting to know. From projectors and language labs to smartphones and virtual classrooms, these tools are already around us. The question is: are we using them wisely?

As a language learner, I’ve gained a lot from online dictionaries, subtitle tools, language apps, forums, and even YouTube channels. They gave me access to native speech, grammar tips, cultural context, and sometimes just a bit of fun practice when I needed it most. It wasn’t always formal learning—but it worked.

In the classroom, ICTs can break barriers of time and space. A voice message from a student can turn into a speaking activity. A meme can spark a grammar discussion. A short video can bring real-world English into our learning environment.

The Pedagogy of National and Foreign Languages major at the Universidad del Azuay encourages future educators to view technology not as a shortcut, but as a bridge—one that connects learners to real, dynamic, and participatory experiences. It promotes a vision of teaching that is adaptable, innovative, and human-centered.

In this context, ICTs aren’t just tools—they’re opportunities. And in the hands of well-prepared teachers, they can make learning more inclusive, more authentic, and more connected to the world our students actually live in.