The potential for the incorporation of Information and Communication Technologies (ICT) in education faces several challenges to consider, ranging from literacy and digital gaps, to varied simple or advanced levels of appropriation, from simple way of automating teaching activities for expository purposes or exchanging information to those teaching experiences that could hardly be developed without them. The process of incorporating ICT in the teaching task is a gradual, reflective and continuous process of permanent training that allows the teacher to develop educational experiences that modify the traditional way of teaching instruction, transformations that allow redesigning their educational practice with the purpose of creating meaningful learning in learners. With the intention of offering some of the initial considerations to be taken into account, this paper presents certain aspects to keep in mind in the inclusion of ICT in the design of activities for academic purposes.