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dc.contributor.authorPerez Cardenas, Édgar
dc.date.accessioned2020-12-23T01:48:54Z
dc.date.available2020-12-23T01:48:54Z
dc.date.issued2020-11-20
dc.identifier.urihttp://hdl.handle.net/10654/37344
dc.description.abstractEl uso de estas tecnologías informatizadas (TIC), ha convertido al mundo en un barrio global por el nivel de intercambios comunicacionales y las conexiones existentes, y ello ha influido para que las instituciones universitarias sigan esa pauta de crecimiento comunicacional, al adoptar las herramientas tecnológicas donde el aprendizaje sea mejor, eficiente, efectivo y flexible (Pardo, 2020). Pardo es un autor ecuatoriano, perteneciente a la Universidad Técnica Particular de Loja. En Latinoamérica, se han impulsado estas herramientas tecnológicas, especialmente las TIC, como base para la mejora continua de las estrategias educativas en las Instituciones a nivel superior, con todo y esto, es necesario responder a las interrogantes sobre si este factor tecnológico ha influido en la calidad de lo que se enseña. En este sentido, existen programas educacionales, políticas específicas que son emitidas por organismos internacionales como la UNESCO entre otras organizaciones (OECD, 2019), señalando que los jóvenes tienen la meta de lograr un papel fundamental en el ámbito educacional, ya que buscan estar a la vanguardia del conocimiento de lo novedoso contribuyendo a valorar su inserción en la vida actual. El objetivo que se presenta es describir el uso de las TIC en su relación con la docencia universitaria a nivel de Latinoamérica y el Caribe, para ello se han consultado una serie de autores que han realizado trabajos de investigación muy importantes en esta materia. Se puede señalar una postura personal en cuanto a que el uso continuado de TICS en la docencia universitaria en Latinoamérica y la región caribeña supone un aumento de la calidad en la enseñanza, pero al mismo tiempo demanda una mejora en las competencias digitales y de comunicación de los docentes con sus estudiantes. Para la definición de las tecnologías indicadas se pueden abreviar como TICS o TIC, es por ello que para este estudio se ha seleccionado la abreviatura TIC. Por otra parte, se han ubicado un conjunto de autores que han investigado sobre este tema de la docencia universitaria, su calidad y el uso de las TIC. En la figura 1, se organiza un mapa de ideas y conceptos con los apartados de este trabajo.spa
dc.format.mimetypeapplicaction/pdfspa
dc.language.isospaspa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleEl uso de las tics y su relación con la calidad de la docencia universitaria en Latinoamérica y el Caribespa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2*
dc.subject.lembENSEÑANZA CON AYUDA DE COMPUTADORESspa
dc.subject.lembPROFESORES UNIVERSITARIOSspa
dc.subject.lembCALIDAD DE LA EDUCACIONspa
dc.type.localTesis/Trabajo de grado - Monografía - Especializaciónspa
dc.description.abstractenglishThe use of these computerized technologies (ICT) has turned the world into a global neighborhood due to the level of communication exchanges and existing connections, and this has influenced university institutions to follow this pattern of communicational growth, by adopting technological tools. where learning is better, efficient, effective and flexible (Pardo, 2020). Pardo is an Ecuadorian author, belonging to the Private Technical University of Loja. In Latin America, these technological tools, especially ICT, have been promoted as a basis for the continuous improvement of educational strategies in higher-level Institutions, with all this, it is necessary to answer the questions about whether this technological factor has influenced the quality of what is taught. In this sense, there are educational programs, specific policies that are issued by international organizations such as UNESCO among other organizations (OECD, 2019), noting that young people have the goal of achieving a fundamental role in the educational field, since they seek to be at the vanguard of the knowledge of the novel, contributing to value its insertion in the current life. The objective presented is to describe the use of ICT in its relationship with university teaching in Latin America and the Caribbean, for which a series of authors who have carried out very important research works in this matter have been consulted. A personal position can be pointed out that the continued use of ICTs in university teaching in Latin America and the Caribbean region implies an increase in the quality of teaching, but at the same time demands an improvement in the digital and communication skills of teachers with their students. For the definition of the indicated technologies they can be abbreviated as TICS or TIC, which is why the abbreviation TIC has been selected for this study. On the other hand, a set of authors have been located who have investigated on this topic of university teaching, its quality and the use of ICT. In figure 1, a map of ideas and concepts is organized with the sections of this work.spa
dc.title.translatedThe use of ict and its relation to the quality of university teaching in Latin america and the Caribbeanspa
dc.subject.keywordsTICspa
dc.subject.keywordsUniversityspa
dc.subject.keywordsDocenciaspa
dc.subject.keywordsVirtualesspa
dc.subject.keywordsQualityspa
dc.subject.keywordsLatino-américainspa
dc.publisher.programEspecialización en Docencia Universitariaspa
dc.creator.degreenameEspecialista en Docencia Universitariaspa
dc.description.degreelevelEspecializaciónspa
dc.publisher.facultyFacultad de Educaciónspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 Internationalspa
dc.relation.referencesBegoña, G. (2011). Evolución y retos de la educación virtual. Construyendo el E-Learning del siglo XXI. Obtenido de http://openaccess.uoc.edu/webapps/o2/bitstream/10609/9781/1/TRIPA__e-learning_castellano.pdfspa
dc.relation.referencesCobo, C. (2019). Acepto las condiciones. uso y abuso de las tecnologías digitales. Madrid: Fundación Santillana. Obtenido de https://www.santillanalab.com/recursos/libro_acepto_las_condiciones_cristobal_cobo_SantillanaLAB.pdfspa
dc.relation.referencesSangrá, (. B.-F. (2020). Decálogo para la mejora de la docencia online propuestas para educar en contextos presenciales discontinua. Madrid: Fundació per a la Universitat Oberta de Catalunya. Obtenido de http://openaccess.uoc.edu/webapps/o2/bitstream/10609/122307/1/9788491807766_no_venal.pdfspa
dc.relation.referencesPardo, C. L. (2020). Las TIC y rendimiento académico en la educación superior: Una relación potenciada por el uso del Padlet. Revista Ibérica de Sistemas e Tecnologias de Informação. Risti. E28(04). Obtenido de http://www.risti.xyz/issues/ristie28.pdfspa
dc.relation.referencesCamaño, D. C. (2020). Educación Superior y Covid-19 en América Latina. Repositorios del Instituto de Investigaciones Sociales. Obtenido de https://repositorio.iis.ucr.ac.cr/handle/123456789/598spa
dc.subject.proposalTICspa
dc.subject.proposalLatinoamericaspa
dc.subject.proposalCalidadspa
dc.subject.proposalUniversitariaspa
dc.subject.proposalVirtualesspa
dc.subject.proposalLatinoamericanaspa
dc.description.abstractotherThe use of these computerized technologies (ICT) has turned the world into a global neighborhood due to the level of communication exchanges and existing connections, and this has influenced university institutions to follow this pattern of communicational growth, by adopting technological tools. where learning is better, efficient, effective and flexible (Pardo, 2020). Pardo is an Ecuadorian author, belonging to the Private Technical University of Loja. In Latin America, these technological tools, especially ICT, have been promoted as a basis for the continuous improvement of educational strategies in higher-level Institutions, with all this, it is necessary to answer the questions about whether this technological factor has influenced the quality of what is taught. In this sense, there are educational programs, specific policies that are issued by international organizations such as UNESCO among other organizations (OECD, 2019), noting that young people have the goal of achieving a fundamental role in the educational field, since they seek to be at the vanguard of the knowledge of the novel, contributing to value its insertion in the current life. The objective presented is to describe the use of ICT in its relationship with university teaching in Latin America and the Caribbean, for which a series of authors who have carried out very important research works in this matter have been consulted. A personal position can be pointed out that the continued use of ICTs in university teaching in Latin America and the Caribbean region implies an increase in the quality of teaching, but at the same time demands an improvement in the digital and communication skills of teachers with their students. For the definition of the indicated technologies they can be abbreviated as TICS or TIC, which is why the abbreviation TIC has been selected for this study. On the other hand, a set of authors have been located who have investigated on this topic of university teaching, its quality and the use of ICT. In figure 1, a map of ideas and concepts is organized with the sections of this work.spa
dc.publisher.grantorUniversidad Militar Nueva Granadaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f*
dc.type.hasversioninfo:eu-repo/semantics/acceptedVersionspa
dc.identifier.instnameinstname:Universidad Militar Nueva Granadaspa
dc.identifier.reponamereponame:Repositorio Institucional Universidad Militar Nueva Granadaspa
dc.identifier.repourlrepourl:https://repository.unimilitar.edu.cospa
dc.rights.localAcceso abiertospa
dc.coverage.sedeCalle 100spa


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