Intellectual Capital and Information Technologies in Education: Some Insights

This paper has the goal verify what insights can be drawn from the relationship between intellectual capital and information technologies, in education. In fact, it is clear that there is an omission of the first in the second. These are only possible because, previously, there exists that one. And this importance can be seen in the design, development and use. It is the latter that is the most visible face of information technologies, in education. The most cited examples in the literature review are the Google Classroom platform (not used massively) and videos. The ultimate aim is to develop tools and platforms that facilitate teaching (by teachers) and learning (by students). It should be noted that they can be desktop and/or mobile. In the state-of-the-art, in the 21st century, it appears that research on the 2 topics, especially the second, has an embryonic development, with the use of complex models (UTAUT2 in Kumar and Bervell (2019)) that make it difficult its use, even if not research at all. What can be expected, in future developments of information technologies, in education, is to facilitate teaching, in terms of content available and in terms of reducing the distance at which it is taught.