ICT favors student-centered education in conditions where the teacher knows how to prepare and produce the materials needed for this approach. In the absence of systematic training, teachers tend to use technological tools that they know best and apply them more easily, leading to a great variation in practices and low performance in students' performance (Livingstone, 2012). ICT teacher training is very diverse and so are the experiences from different countries (Jung, 2005). Numerous countries have included ICT in their initial teacher education curricula and have organized ICT training courses for practitioners. Quality education is needed to facilitate the proper integration of digital technologies in the design of lessons.

Most researchers (Wagner, 2005 Zucker, 2008 Balanskat et al., 2006) emphasize that simple knowledge of information technologies is not enough to support teaching-learning processes. Used since the early 1990s, the term ICT is correlated today with changes in education.

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