Diagnosis of the use of technologies in the teaching and learning process in Higher Education
Abstract
In the perspective of global trends in education to incorporate emerging technologies into the teaching-learning process, the process of communication in education have led to new approaches. Agencies at global level like Unesco promote an educational model supported on three pillars: learning to learn (knowledge), learn to do (skills) and learning to be (attitudes and values). The presence of technology in the classroom requires changes in the educational dynamics. It is important to know the elements that allow efficient communication of knowledge, teaching, message, channel and student. This research is based on the need of describe and explain a model educational-communicative de of application of those resources digital within a new dynamic in the process teaching-learning. The study was conducted using a qualitative approach -of phenomenological approach, exploratory and descriptive-, designed to compile information using a capture tool with closed questions in the Likert scale. The results gave guideline to support the proposal of a technical-teaching model in teaching-learning processes, directed to those teachers that taught their courses of In-House way by means of the educational digital resources, what favors significant learning. As a result of this investigation the following recommendations arise: develop a strategy for training and updating of teachers at all levels through the Diploma of Continued Training and Professional Self-help, help the teacher achieve a desirable profile to the new educational scenarios in the presence of ICT in the classroom, and assimilate new educational dynamics.
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References
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