Article

Applicable technologies to improve teaching processes at the higher education level

Applicable technologies to improve teaching processes at the higher

education level

Tecnologías aplicables para mejorar los procesos didácticos de nivel superior

Tecnologias aplicáveis para melhorar os processos didácticos de nível superior

Miriam Victoria Bacalla Del Castillo

Doctorando en Educación, Universidad Cesar Vallejo, Chiclayo, Perú

miriambacalla @untrm.edu.pe, ORCID:0000-0002-3649-532X

Clelia Jima Chamiquit

Doctorando en Educación, Universidad Cesar Vallejo, Chiclayo, Perú

Clelia.jima@untrm.edu.pe, ORCID:0000-0002-2920-8265

Adolfo Cacho Revilla

Maestro en Educación, Universidad Cesar Vallejo, Chiclayo, Perú

adolfo.cacho@untrm.edu.pe, ORCID: 0000-0001-83354274

Yajaira Lizeth Carrasco Vega

Maestra en Ciencias Económicas, Universidad Nacional de Trujillo

ycarrasco@unab.edu.pe, ORCID: 0000-0003-4337-6684

Received March 2020 - Accepted January 2021

Revista Iberoamericana de la Educación

Vol - 4 No. 3, July - September 2021

e-ISSN: 2737-632x

Pgs 32 - 51

Abstract: The general objective of the study is to analyze the role of the

technologies applied in the improvement of higher-level teaching processes

at the Toribio Rodríguez de Mendoza National University. The approach is

mixed since the documentary analysis and the survey are used to obtain the

data; the population consists of the main theoretical contents, Background and

theories on the technologies to be used to improve higher-level teaching

procedures and by 10 teachers from the Toribio Rodríguez de Mendoza

National University, to whom a small survey was applied in order to identify

the technological resources applied by teachers to support the teaching

process learning, which promote the development of content and its

Article

Applicable technologies to improve teaching processes at the higher education level

implementation at the Toribio Rodríguez de Mendoza National University.

The methods used were: Systemic, hermeneutic, hypothetical-deductive,

statistical and analytical method. The incorporation of ICT into regular

teaching practice is becoming closer to reality every day, thanks to the

commitment and interest of teachers in the subject and the spread of

educational portals on the Internet, where teaching resources for the

classroom can be found.

Key words: technologies, teaching processes, technological resources,

learning process.

Resumen: El estudio tiene como objetivo general analizar el rol que cumplen

las tecnologías aplicables en la mejora de los procesos didácticos de nivel

superior en la Universidad Nacional Toribio Rodríguez de Mendoza. El

enfoque es mixto dado que se usa el análisis documental y la encuesta para la

obtención de los datos; la población está conformada por los principales

contenidos teóricos, antecedentes y teorías respecto de las tecnologías

aplicables para mejorar los procedimientos didácticos de nivel superior y por

10 docentes de la Universidad Nacional Toribio Rodríguez de Mendoza, a

quienes se les aplico una pequeña encuesta con la finalidad de identificar los

recursos tecnológicos aplicados por los docentes para apoyar el proceso de

enseñanza aprendizaje, que favorecen el desarrollo de contenidos, y su puesta

en práctica en la Universidad Nacional Toribio Rodríguez de Mendoza. Los

métodos usados fueron: Método sistémico, hermenéutico, hipotético-

deductivo, estadístico y analítico. La incorporación de las TIC a la práctica

docente habitual, cada día está más cerca de ser una realidad, gracias al

compromiso e interés de los profesores por el tema y a la propagación de

portales educativos.

Article

Applicable technologies to improve teaching processes at the higher education level

Palabras clave: tecnologías, procesos didácticos, recursos tecnológicos,

proceso de enseñanza aprendizaje.

Resumo: O objectivo geral do estudo é analisar o papel das tecnologias

aplicáveis na melhoria dos processos didácticos ao nível superior na

Universidade Nacional Toribio Rodriguez de Mendoza. A abordagem é mista

uma vez que a análise documental e o inquérito são utilizados para obter os

dados; a população é conformada pelos principais conteúdos teóricos,

antecedentes e teorias sobre as tecnologias aplicáveis para melhorar os

procedimentos didácticos de nível superior e por 10 professores da

Universidade Nacional Toribio Rodríguez de Mendoza, aos quais foi aplicado

um pequeno inquérito com o objectivo de identificar os recursos tecnológicos

aplicados pelos professores para apoiar o processo ensino-aprendizagem, que

favorecem o desenvolvimento de conteúdos, e a sua implementação na

Universidade Nacional Toribio Rodríguez de Mendoza. Os métodos

utilizados foram: método sistémico, hermenêutico, hipotético-dedutivo,

estatístico e analítico. A incorporação das TIC na prática regular do ensino

está a tornar-se uma realidade todos os dias, graças ao empenho e interesse

dos professores na matéria e à difusão de portais educativos na Internet, onde

se podem encontrar recursos didácticos para a sala de aula.

Palavras-chave: tecnologias, processos didácticos, recursos tecnológicos,

processo de ensino e aprendizagem.

INTRODUCTION

Teaching becomes more and more complex with each passing day, becoming

a much more challenging experience for students. On the other hand, each

educational level has its own specificity, which is determined by the social

and educational needs to which education intends to respond and which are

Article

Applicable technologies to improve teaching processes at the higher education level

abbreviated in the educational objectives for each stage of training.

Compulsory basic education pursues its goals and the same can be said for

higher education. In order to achieve the educational objectives established in

the educational programs, teachers plan, organize, manage and implement the

teaching-learning process in the classroom according to their training,

experience and resources available in the context where they work.

The orchestration of the teaching process is not a simple task; it demands from

the teacher theoretical and practical knowledge, cognitive and social skills,

skills, attitudes and desirable values, as well as a good dose of intuition or

common sense, among others. One of the essential components, which allows

higher education to achieve its mission, is didactics. Higher education has its

own specificity, therefore, it requires a distinctive didactics that enables the

learning of students, mostly adults, with previous knowledge and experiences,

motivations and diverse expectations regarding their personal and

professional project. Although there are different didactic approaches and

proposals, there are certain approaches that seem to be more in line with the

demands currently placed on higher education institutions around the world.

The emergence of Information and Communication Technologies (ICT) has

had an impact on the functions of the education system and has allowed

innovation in the transmission of new knowledge. Educational institutions,

possessors and distributors of knowledge, are no longer the only sources of

knowledge and learning. Much knowledge that used to be the exclusive

patrimony of schools can now be found in different places. ICTs are offering

students access to unlimited sources of knowledge, to multimedia tools that

allow them to expand their knowledge of information.

It is transcendent for the educational field to make known the importance of

technologies to improve higher level didactic processes, due to the fact that,

in a world with a higher level of technology day by day, it is necessary to find

Article

Applicable technologies to improve teaching processes at the higher education level

tools that go hand in hand with the technological changes that occur in

everyday life. The technological changes of the information and

communication society, reveal the felt need of the general public. This is a

phenomenon of globalization, which is manifested in information and

communication technologies (ICTs), enabling communication, interaction

and interconnection between people and institutions worldwide, and

eliminating spatial and temporal barriers. ICTs must be used appropriately, in

a way that allows the development of more democratic and inclusive

societies, so that they strengthen collaboration, creativity and a fairer

distribution of scientific knowledge and contribute to a more equitable and

quality education for all.

This study is of great importance because it shows that the incorporation of

ICTs in higher education still faces great challenges; empirical experience has

shown that their instrumentalization is carried out through routine practices,

where the technical aspect is privileged over the pedagogical one. It is

insufficient to ensure that teachers and students have access to ICTs; the most

important thing is the effective use of ICTs and their natural incorporation

into academic practices. This depends on the effectiveness and efficiency of

teaching-learning processes and school management, as well as on the

capacities of the actors involved and their interactions with electronic

resources in the classroom.

It is therefore of interest to understand the different ways in which the

relationship between computers and telecommunications and educational

processes has been understood, in order to visualize the trends and

possibilities of this linkage. The conception of the use of these technologies

has been modified on the basis of two elements: the educational nature that

organizes mediation and the technological possibilities at the time of its use.

Article

Applicable technologies to improve teaching processes at the higher education level

In order to give theoretical support to this research, it is important to mention

that Educational Technology has gone through different historical moments

from its inception to the present and that certain phenomena or ideological

currents have had an important influence on them. Among the most important

influences are those that came from the field of Didactics, from the field of

psychology (behaviorism, cognitivism) or from the world of communication.

García et al., (2014), points out that didactic strategies constitute mediation

tools between the learning subject and the teaching content that the teacher

consciously employs to achieve certain learning. For their part, learning

strategies are the predominantly mental procedures that the student follows to

learn. In addition, he considers that didactic strategies guide and orient the

student's psychic activity so that he learns significantly. This author

emphasizes that these are not mere observable actions that denote what a

group of students do during the lesson; they are those actions that induce a

certain mental activity of the student that makes him really learn.

For his part Gallo, (2017) specifies that didactics, is the theoretical-normative

science that intentionally guides the optimizing process of teaching-learning,

in a given and interactive context, enabling the apprehension of culture in

order to achieve the integral development of the student. Another author of

great relevance as Iñesta & Pascual, (2015), points out that it is the didactic

act as the teacher's performance to facilitate students' learning. It is a

performance whose nature is essentially communicative. The author

circumscribes the purpose of the teaching activities of learning processes as

the achievement of certain objectives and specifies as necessary conditions.

Likewise, it must be recognized that, from a social point of view, the area of

communication provides the necessary tools to achieve an assertive and

empathic relationship, solve conflicts, propose and reach consensus,

indispensable conditions for a harmonious and democratic coexistence. From

Article

Applicable technologies to improve teaching processes at the higher education level

an emotional perspective, it allows to establish and strengthen emotional

bonds. From a cognitive point of view, communicative competence is

fundamental for the development of learning in the other areas, given that

language is an instrument for personal development and the main means for

developing the symbolic function, as well as for acquiring new learning. From

the cultural point of view, the use of the mother tongue enables the

development of self-esteem, identity and communication with the inner and

outer world.

That is why the various theories talk about human behavior, learning theories

try to explain the internal processes when learning, for example, the

acquisition of intellectual skills, the acquisition of information or concepts,

cognitive strategies, motor skills or attitudes. For example, behaviorism is

based on studies of learning through conditioning (instrumental conditioning

theory) and considers the study of higher mental processes unnecessary for

the understanding of human behavior. One of its representatives is Skinner,

who describes how reinforcement shapes and maintains a given behavior.

Undoubtedly, ICTs have transformed the current learning environment from

a traditional teacher-centered one to a student-centered one, because the

former has ceased to be the main source of information and the main

transmitter of knowledge to become a guide or conductor of learning, and the

student has gone from being a passive recipient of information to an element

that actively participates in his or her own learning. Questions about the

potential contributions of these technologies to education have been clarified

to the extent that the developments necessary for their use are conceived

within a broader educational framework than that of computer systems alone.

ICTs are facilitating the democratization of access to and distribution of an

enormous volume of information, which was previously unreachable,

exponentially increasing the speed and agility of communications and

Article

Applicable technologies to improve teaching processes at the higher education level

enabling the exchange of roles between sender and receiver in such a way that

both are an active part of the communicative act.

Therefore, the academic environment needs to be at the forefront of these

changes. The teaching-learning possibilities that ICTs allow as didactic and

pedagogical tools are many, which means that educational institutions must

go hand in hand with them. This is one of the reasons that led to choose this

topic for the research. The identification of the technological and computer

applications most used by higher education students of the Universidad

Nacional Toribio Rodríguez de Mendoza in their daily activities was taken

into account, in order to analyze how they could be used in classroom work,

to attract the student's attention, leading to meaningful learning.

MATERIALS AND METHODS

The research approach is mixed with an exploratory design, given that

qualitative and quantitative techniques are used for data collection, which

complementarily allow a better analysis of the problem, with qualitative data

being presented first, followed by quantitative data. Therefore, a documentary

review of similar research in the educational field is carried out, as well as the

contribution of higher education teachers. Due to its type, this is an applied

research, which seeks the application or utilization of the knowledge

acquired.

The population for the qualitative aspect is made up of the main theoretical

contents, background and theories regarding the technologies applicable to

improve didactic procedures at a higher level; while the population for the

quantitative aspect is made up of 10 teachers of the Universidad Nacional

Toribio Rodríguez de Mendoza, to whom a survey was conducted with the

purpose of identifying the technological resources applied by the teachers to

support the teaching-learning process, to favor the development of contents,

Article

Applicable technologies to improve teaching processes at the higher education level

the appropriation of knowledge and the implementation of the same at the

Universidad Nacional Toribio Rodríguez de Mendoza. Statistical data were

processed through simple percentages in an Excel spreadsheet.

RESULTS

From what has been reviewed in the theoretical sources and the survey

applied, it can be affirmed that the role of applicable technologies in the

improvement of didactic processes at the higher level at the Universidad

Nacional Toribio Rodríguez de Mendoza is relevant, because there is a need

to rethink the didactics of the classes, using applicable technologies as tools

to facilitate the teaching-learning process, due to the growing interest and

great motivation shown by students for technology, computer science and the

virtual environment in which they develop.

Theoretical contents, background and theories related to the applicable

technologies that allow improving the didactic processes in education

Reviewing the appreciations of Sepúlveda & Véliz, (2013) these authors point

to the motivation that young people feel for the use of ICT, and the decisive

way in which this type of didactic tools will increase the creativity and thus

the emotional intelligence of the students. Also Zaragoza Ramos et al.,

(2016), in their doctoral thesis, exposes the design of a didactic strategy, to

integrate the forms of the chemical experiment that the teacher performs in

the classroom, but that, although starting from the academic, involves and

establishes a relationship with the labor and research, the requirements for the

management of the process, and with the application of ICT in the teaching

of chemistry.

Article

Applicable technologies to improve teaching processes at the higher education level

Indeed, one of the pertinent topics that coincide with this proposal is the good

use given to the Internet and the motivation that it generates in young people;

considering the important support to the formative work that ICTs offer, since

they make the classes more practical. As the authors point out, with the

integration of technology in the classroom, new pedagogical spaces open up

that enrich the didactics of science teachers. Currently, those who use ICT

have great advantages over the traditional way of teaching classes, because

they take advantage of the technological means that serve as a platform for

simulating the different natural phenomena. The latter would be difficult to

represent and would become inappropriate for efficient learning, especially

for this generation in which students are always going at a fast pace, forging

their continuous learning.

In order to identify some theories that support this research process related to

the applicable technologies to improve the didactic processes at a higher level,

it was necessary to consult other authors and their contributions to the topic

in question. This is why Ausubel's significant learning, Novak's concept

maps, as well as the motivational aspects for learning according to Vygostky,

and topics related to evaluation according to significant learning, and the

applicable technologies to improve the didactic processes in higher level

students are related.

Meaningful learning: the theory of meaningful learning, has its origin in

Ausubel's interest in knowing and explaining the conditions and properties of

learning, which can be related to effective and efficient ways of deliberately

causing stable cognitive changes, capable of providing individual and social

meaning (Esteban et al., 2016, p. 56), that the essence of meaningful learning

lies in the fact that ideas are related symbolically and not arbitrarily with what

students already know.

Article

Applicable technologies to improve teaching processes at the higher education level

With meaningful learning, students give meaning to what they can

understand, to what is within their proximal learning zone, to which they were

led or oriented by the teacher. Learning seen in this way, allows humans to

integrate new knowledge, within the previous knowledge structures, when the

concepts are of interest and are related to what we already know (Marchán-

Carvajal & Sanmartí, 2015, p. 45).

Concept maps and meaningful learning: in concept maps, concepts are shown

in the form of levels, from the most general to the most particular, therefore,

it is necessary to know the previous basic concepts and outline them in a clear,

connected way that guarantees understanding. For long-term learning to take

place, it is necessary to develop the connection and internal coherence of the

concepts to be learned, so it is important to connect and relate them in a non-

arbitrary and coherent way. It can be said that to achieve meaningful learning

it is necessary to use the most powerful tool to relate and connect concepts:

the concept map Zurbano, (2014).

In concept maps, concepts are shown in the form of levels, from the most

general to the most particular, therefore, it is necessary to know the previous

basic concepts and outline them in a clear, connected way that guarantees

understanding. The concept map according to Novak has three basic

elements: the Concept, the Preposition and the Linking Words Lozano &

Penagos, (2014).

ICT in the Educational Scenario: the OECD report states that all countries

want to improve the quality and effectiveness of school learning and are

betting on ICT as a means to achieve it. This report indicates that there are

pedagogical reasons why educational centers should incorporate ICTs, among

them because they can broaden and enrich learning, developing the ability to

think independently, creativity, problem solving, and the management of

learning itself, among others. For its part, (Galindo et al., 2015, p.34) refers

Article

Applicable technologies to improve teaching processes at the higher education level

to the fact that one of the educational uses of the computer that has most

attracted the attention of educators is that it serves as a resource to support the

learning process itself, but incomprehensibly it is the most incipient use. Even

today it is difficult to use it as a didactic tool, since it is still an object of

learning.

When alluding to the inclusion of new technologies in education, it is

necessary to refer to the relationship between the use of new media and

educational innovation. The situation is no longer as it was initially seen, to

teach about ICT, to train in the skills and abilities necessary for the

management of information systems, but rather to use ICT in the classroom

as an innovative didactic tool to promote student learning, taking into account

the motivational factor it represents for them. It is about teaching with ICT

and through ICT, not only teaching ICT.

In addition to everything discussed, it is necessary to affirm that the evolution

of technologies allows today to identify seven dimensions in which it is

necessary to have some degree of competence to be able to take advantage of

the benefits of these tools in the educational processes within the classroom

by the teacher. In this sense Hernandez, (2018) compiled the most used

indicators to measure these teaching competencies in ICT globally. The

following figure highlights each of the eight blocks identified by the author

for the incorporation of technological tools in the teaching and learning

process.

On the other hand, Albarrán Torres et al. (2020) states that in order to

articulate ICT in the classroom, it is necessary to analyze the principles of

curricular integration of technological media as didactic tools. This should

take into account the cultural environment of students, in order to facilitate

learning, development of skills and competencies, within a digital context. It

is also important to train teachers constantly to promote the teacher in the use

Article

Applicable technologies to improve teaching processes at the higher education level

of ICT. For the above, 3 dimensions of teacher training can be taken into

account: knowledge and competencies on ICT as didactic resources in face-

to-face and virtual classrooms; knowledge of the hidden curriculum; and

knowledge of the school and social reality contexts. These points present a

comprehensive process of teacher awareness of the importance of ICTs

González, (2016) in the following figure shows the detailed relationship.

The first electronic tools to reach the classroom were the audiovisual media.

The use of projectors and slides opened the field for the use of technology in

the processes of knowledge transmission in the classroom, and led to the first

changes or refreshments in the way classrooms were approached to be

positively stimulated. By integrating the use of ICT, it is possible to speak in

terms of inclusion, allowing to welcome students with diverse educational

needs who had previously been excluded, adapting the teaching and the

school to the needs of the student. This ensures that the insertion and

expansion of ICT in education responds to the needs of the entire educational

population, enhancing their participation in the teaching-learning process,

reducing barriers of exclusion by eliminating the limitations of time and space

when information is dispersed.

El 76.5% de la población encuestada, compuesta por profesores de la

Universidad Nacional Toribio Rodríguez de Mendoza, desde su percepción

consideran que la utilización de las tecnologías aplicables por parte del

docente debe darse de manera cotidiana, para fortalecer sus debilidades en la

acogida adecuada de las mismas y promover la renovación del proceso de

enseñanza. La necesidad de cambio de metodología tradicional a una más

activa es innegable, en la que el alumno sea más activo en su participación y

responsable de su propio aprendizaje, lo cual con la implementación de las

TIC en el aula se hace más fácil de alcanzar con la dinámica que logre insertar

el docente.

Article

Applicable technologies to improve teaching processes at the higher education level

En este sentido, se puede considerar que el docente debería propender

a otorgarle a estas herramientas la importancia suficiente, de modo que su

utilización se vea reflejada positivamente en el aula y en la potencialización

de los componentes de las competencias de los estudiantes. Específicamente,

desde la docencia universitaria, es urgente establecer y desarrollar prácticas

pedagógicas o metodologías que garanticen aprendizajes significativos que

capaciten al estudiante para enfrentarse a un contexto laboral o profesional.

A los estudiantes les llega la información por múltiples vías (la televisión, la

radio, Internet, etc.), por lo tanto, los docentes no pueden permanecer al

margen de estos nuevos modos de construcción de la realidad cotidiana. De

esta manera, la solución no está solo en el cambio del rol docente, sino que

implica una transformación del modelo educativo y, por ende, de la práctica

pedagógica.

Actualmente, es innegable la presencia e irrupción de las tecnologías de la

información y la comunicación en cada uno de los ámbitos de la vida del ser

humano, debido a que, los transforma y genera avances en el medio

circundante. En la sociedad del siglo XXI, las TIC determinan también

nuevas formas de enseñanza, de evaluación y de comprensión en todas las

áreas educativas. Como herramientas para la gestión del conocimiento y

facilitadoras de la comunicación global, tienen un rol importante, debido a

que, pueden propiciar oportunidades de aprendizaje, facilitar el intercambio

de información e incrementar el acceso a contenidos diversos, así como

propiciar la democracia, el diálogo y la participación activa. Por tanto, se le

pregunto a los docentes si ¿Considera que para integrar las TIC al ámbito

educativo es importante contar la infraestructura o la adquisición de recursos

tecnológicos?, obteniendo como respuesta que el 79.6% de los docentes

encuestados, consideran que el reto de integrar las TIC al ámbito educativo

Article

Applicable technologies to improve teaching processes at the higher education level

no solo se relaciona con la infraestructura o la adquisición de recursos

tecnológicos, sino también en cómo el docente trabaja con ellos, el momento

en que los utiliza, para qué los emplea y qué tipo de aprendizajes espera

generar en los estudiantes. Para un mejor aprovechamiento de las TIC en el

aula, se considera esencial tener en cuenta estándares con un sentido y

propósitos establecidos, no solo desde la labor docente, sino también desde

los currículos y los fundamentos de los programas universitarios, a fin de que

exista coherencia entre el discurso pedagógico de la educación superior y su

realidad en los salones de clase.

Ante estas posibilidades, resulta necesario cuestionar sobre el saber, el saber

hacer y el saber ser de los docentes, y reafirmar la necesidad de que estos se

encuentren preparados y capacitados en el uso pedagógico de las herramientas

TIC y los recursos educativos digitales. Esto con el fin de enriquecer su

desarrollo profesional y la formación integral de los estudiantes, es decir, la

práctica pedagógica debe alejarse de los enfoques tradicionales con el

propósito de responder a las necesidades y demandas educativas de la actual

era tecnológica. Esto podría ser posible si los educadores desarrollan y

potencian los conocimientos, las habilidades, las destrezas y las actitudes

necesarias para utilizar e integrar las TIC adecuadamente en sus áreas de

experticia.

El uso que los profesores realizan de la tecnología aplicada, depende de las

concepciones pedagógicas que posean. La rápida adopción de estos medios

sociales principalmente entre los jóvenes ha propiciado que las universidades

estén interesadas en utilizarlas con propósitos educativos, específicamente

para mejorar la participación de los estudiantes. Una educación de calidad, ha

siempre tenido en cuenta la habilidad para conectar y construir relaciones. La

oportunidad, en este momento, es establecer una fuerte relación entre la

alfabetización digital que los alumnos ya poseen y combinarla con la clase

Article

Applicable technologies to improve teaching processes at the higher education level

tradicional, como afirma Edmondson (2012). Asimismo, se le pregunto a los

docentes si

¿Utilizan los recursos tecnológicos para recoger y analizar datos e interpretar

y comunicar los resultados, con el fin de mejorar las prácticas educativas y

maximizar el aprendizaje de los alumnos?, a lo que respondieron; el 89.8%

de los docentes encuestados, consideran desde su percepción individual que

las prácticas educativas, mejoran a través de los recursos tecnológicos

implementados en las aulas, Todo lo anterior, con métodos de enseñanza

centrados en el estudiante y proyectos colaborativos, con el objetivo de

contribuir a la comprensión profunda de conceptos clave por parte de los

estudiantes, así como a su aplicación para resolver problemas complejos del

mundo real. Con el propósito de apoyar proyectos colaborativos, los docentes

podrían utilizar recursos de la red, y así ayudar a los estudiantes a colaborar,

a acceder a información y a comunicarse con expertos externos con miras a

analizar y resolver problemas específicos.

Los docentes deben además estar en capacidad de utilizar las TIC para crear

y supervisar proyectos de clase realizados individualmente o por grupos de

estudiantes, así como para contactar expertos y colaborar con otros docentes,

utilizando redes con el fin de acceder a información, a colegas y a otros

expertos que contribuyan a su propio desarrollo profesional. En este sentido,

se destaca la importancia de los recursos educativos como una oportunidad

para desarrollar y fortalecer las competencias de docentes y estudiantes en el

propósito de utilizar, crear, acceder y evaluar sus aprendizajes en red; generar

capacidades institucionales para promover una cultura tecnológica en la que

se pueda diseñar, usar, compartir, comunicar, navegar y colaborar en línea; y

desarrollar competencias TIC e investigativas en los docentes que les

permitan diseñar materiales, contenidos, herramientas y entornos virtuales de

aprendizaje.

Article

Applicable technologies to improve teaching processes at the higher education level

CONCLUSIONS

Las tecnologías aplicables basadas en TIC, promueve aprendizajes

significativos en los estudiantes, debido a la alta motivación que genera en

los mismos el uso de recursos tecnológicos de su entorno, teniendo en cuenta

su condición de nativos digitales. Estrategias como mapas conceptuales, las

WebQuest, y con la participación en foros, la realización de laboratorios

virtuales y el trabajo colaborativo, fortalecen el aprendizaje significativo en

el estudiante, quien llega a ser consciente de su aprendizaje y lo aplica en el

contexto en que se desenvuelve. Las características del modelo pedagógico

de la universalización de la educación superior, basado en la semi-

presencialidad, tienen en común la búsqueda de la independencia

cognoscitiva del estudiante. Esta cualidad justifica la pertinencia del uso de

la tecnología aplicable, como un recurso que garantiza eliminar las barreras

que obstaculizan el acceso a la formación y, además, por sus potencialidades

para ampliar el entorno formativo del estudiante, en función de un

intercambio, una colaboración y una interactividad más eficientes.

Las TIC generan verdaderos cambios al interior del aula cuando el profesor

las usa como herramientas didácticas innovadoras para favorecer el

aprendizaje en los estudiantes, teniendo en cuenta el factor motivacional que

representan. Se trata de enseñar con y a través de TIC en las diferentes áreas

del saber, y no tenerlas solo como objeto de estudio. La incorporación de las

TIC a la práctica docente habitual, cada día está más cerca de ser una realidad,

gracias al compromiso e interés de los profesores por el tema y a la

propagación de portales educativos en internet, en los que se pueden encontrar

recursos didácticos para el aula. Además de las redes en las que los profesores

pueden compartir con otros sus experiencias con el uso de TIC y enriquecer

así su práctica.

Article

Applicable technologies to improve teaching processes at the higher education level

Uno de los grandes retos de la educación del siglo XXI, es el uso de las

Tecnologías de la Información y la Comunicación TIC, que representan

nuevos modos de expresión, relación, comunicación y participación en el

ámbito educativo. Los países desarrollados han enfrentado este reto al

establecer el sentido y aportación de estas en el proceso de enseñanza

aprendizaje y una correcta política en la formación docente, viendo en la

educación, uno de los campos más privilegiados de explotación de las

posibilidades de las TIC. La difusión de la innovación educativa con las

tecnologías aplicables, se encuentra en una fase de asimilación y, en algunos

casos, de transición, pero aún lejos de la transformación. Las creencias y

actitudes del profesorado, así como su confianza y competencia hacia las TIC,

son fundamentales en su adopción pedagógica. No obstante, el uso que los

profesores hacen de las tecnologías para la enseñanza y el aprendizaje,

depende de las políticas educativas y los contextos sociales y organizativos

en los que ellos viven y trabajan. En suma, la integración de las tecnologías

aplicables en la práctica del aula exige cambios estructurales en los sistemas

educativos. El uso de TIC por parte del docente debe darse de manera

cotidiana, para fortalecer sus debilidades en la acogida adecuada de las

mismas y promover la renovación del proceso de enseñanza. La necesidad de

cambio de metodología tradicional a una más activa es innegable, en la que

el alumno sea más activo en su participación y responsable de su propio

aprendizaje, lo cual con la implementación de las TIC en el aula se hace más

fácil de alcanzar con la dinámica que logre insertar el docente. El reto frente

a este escenario, involucra el esfuerzo y compromiso de docente, institución

y alumno, en donde cada uno desde su posición aporte de manera integral al

proceso de enseñanza y aprendizaje.

Article

Applicable technologies to improve teaching processes at the higher education level

REFERENCES

Albarrán, F., Urrutia, M., Ibarra, J., Miranda, C., & Meza, S. (2020). Models

as didactic strategy in health students. Educacion Medica, 21(3), 198–

206. https://doi.org/10.1016/j.edumed.2018.08.003

Esteban, M. B., Gutiérrez, B., & Rodríguez-mu, L. J. (2016). Permanencia en

la universidad: la importancia de un buen comienzo. Aula Abierta, 44,

1–6. https://doi.org/http://dx.doi.org/10.1016/j.aula.2015.04.001

Galindo, L., Arango, M. E., & López, J. A. (2015). Orientaciones en didáctica

para la formación de competencias en los posgrados médicos.

Investigación En Educación Médica, 4(14), e9.

https://doi.org/10.1016/s2007-5057(15)30041-7

Gallo, L. E. (2017). Una didáctica performativa para educar (desde) el cuerpo.

Revista Brasileira de Ciencias Do Esporte, 39(2), 199–205.

https://doi.org/10.1016/j.rbce.2016.09.002

García, A. M., Reynaga-Obregón, J., & Márquez-Algara, L. (2014).

Satisfacción con la discusión de casos clínicos como herramienta

didáctica: informe de dos ciclos escolares. Investigación En Educación

Médica, 3(9), 3–8. https://doi.org/10.1016/s2007-5057(14)72719-x

González, J. T. G. (2016). La producción editorial didáctica de la Universidad

Estatal a Distancia de Costa Rica: Un diagnóstico a partir del modelo de

industrias de contenidos. Investigacion Bibliotecologica, 30(68), 125–

153. https://doi.org/10.1016/j.ibbai.2016.02.007

Hernández, R. M. (2018). The didactic strategy against learning styles in

higher education. Educacion Medica, 19, 227.

https://doi.org/10.1016/j.edumed.2017.10.034

Iñesta, E. M., & Pascual, J. (2015). Plurilingual didactics in teacher training:

An empirical study from the training course. Aula Abierta, 43(2), 94–

101. https://doi.org/10.1016/j.aula.2014.12.001

Lozano, D. L. P., & Penagos, W. M. M. (2014). El PCK, un espacio de

diversidad teórica: Conceptos y experiencias unificadoras en relación

con la didáctica de los contenidos en química. Educacion Quimica,

25(3), 332–342. https://doi.org/10.1016/S0187-893X(14)70549-X

Marchán-Carvajal, I., & Sanmartí, N. (2015). Criterios para el diseño de

unidades didácticas contextualizadas: Aplicación al aprendizaje de un

modelo teórico para la estructura atómica. Educacion Quimica, 26(4),

267–274. https://doi.org/10.1016/j.eq.2015.06.001

Sepúlveda, J. M., & Véliz, J. B. (2013). Consistency between the teaching

strategies curricular and beliefs of teachers second cycle, from

educational activities. Perfiles Educativos, 35(139), 25–39.

https://doi.org/10.1016/s0185-2698(13)71807-5

Article

Applicable technologies to improve teaching processes at the higher education level

Zaragoza, E., Orozco, L. M., Macías, J. O., Núñez, M. E., Gutiérrez, R.,

Hernández, D., Navarro, C. L., de Alba, M., Villalobos R. M., Gómez,

N. A., Cerda, R. I., Gutiérrez, A. D., & Pérez, K. A. (2016). Didactic

strategies in teaching-learning: In respect to the study of nomenclature

of organic chemistry in students of the Atotonilco Regional High

School). Educacion Quimica, 27(1), 43–51.

https://doi.org/10.1016/j.eq.2015.09.005

Zurbano, E. M. (2014). Actividades prácticas de Matemáticas y su Didáctica

1: Andrés Nortes Checa (Coord.) (2013). Aula Abierta, 42(1), 68–69.

https://doi.org/10.1016/S0210-2773(14)70012-5