The broad integration of information and communication technologies (ICT) in students’ and teachers’ lives requires education professionals to think of new ways to provide teaching and learning opportunities. Public and institutional policies, non-governmental organizations and technological innovation companies demonstrate a clear intention to incorporate ICT in schools. This situation leads to new demands on teachers who need to reflect on how to offer teaching and learning provisions with ICT to maximise student-learning gains. This paper focuses on the implications of the new educational landscape to the training and support of Chilean pre-service and in-service teachers. Our work discusses the research literature that deals with the rise of “new” ICT pedagogies, the relationship between them and the notion of active student participation. We suggest that it is important to prepare teachers earlier in their teacher-training programme and during their professional development in the pedagogical use of technology. In particular, pre-service and in-service teachers should be provided with learning opportunities that help them to understand and practice the skills of pedagogic planning and the evaluation of the educative possibilities of ICT.

This article discusses the role of reflexion in the process of decision-making of teachers associated with the pedagogical uses of ICT. Drawing on the synergies between Freire's and Dewey's notions of reflexive practice, the presentation reports the theoretical foundations and the preliminary results of a doctoral thesis that explores the phenomenon inside a Chilean school as a model of continuous professional development (CPD). The institution has been conducting a CPD programme based on a social constructivist approach aiming to increase teachers' agency for approximately 10 years. Considering the expectations of institutional policies, as well as different contextual factors that may shape the pedagogical uses of ICT, the study explores the ways in which teachers use the reflexive practice model as a means towards conscious incorporations of technology.