<b>The key to education is not in the new Information and Communication Technology (ICT)

Abstract

In thisstudy, the authors criticizethe usual identification between pedagogical renewal and ICT. They argue that ICT, currently considered the epicenter of educational change, are not the focus of education. Theaim of this work was to contribute to the debate on the educational relevance of ICT in education, and the criticism that has distorted theory and practice of education in thisregard. The methodology is the critical essay, in which the authors reflect from a historical perspective on educational technological renovations focused on training. To support the reflection, there are two pioneer contributions of the twentieth century in educational technology renewal: the first by an educator, Freinet, and the second bya researcher, Casirer, selecting a representative work of each author. In addition, it is presented some pedagogical innovations from antiquity that aim both there source and education.