FORTALECIMIENTO PEDAGÓGICO EN LAS UNIVERSIDADES EN COLOMBIA A TRAVÉS DE LAS TIC. CASO REGIÓN CARIBE (STRENGTHENING TEACHING PRACTICES AT UNIVERSITIES IN COLOMBIA THROUGH ICT. CASE OF THE CARIBBEAN REGION)

This article presents the results of the project «Design of a virtual space with technological resources for the development of ICT skills» (No. 2011ER101390), performed in 2012 with funding from the National Ministry of Education and the National Academic Network of Advanced Technology in Colombia....

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Bibliographic Details
Published in:Educación XX1 2015-07, Vol.18 (2), p.277-304
Main Authors: Said-Hung, Elias, Díaz-Granados, Fernando Iriarte, Molinares, Daladier Jabba, Barreto, Carmen Ricardo, Ballesteros, Blessed, Vergara, Eliana, Ordoñez, Mónica
Format: Article
Language:eng ; spa
Subjects:
Educational technology
Higher education
Information technology
Learning Processes
Teacher education
Teaching methods
Universities
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Summary:This article presents the results of the project «Design of a virtual space with technological resources for the development of ICT skills» (No. 2011ER101390), performed in 2012 with funding from the National Ministry of Education and the National Academic Network of Advanced Technology in Colombia. It analyzes the profile of use and perception, as well as of the personal aspects (technology and application) that affect in the strengthening of the pedagogic practices in the universities of Colombia, across ICT, taking the case study of the teachers of the Caribbean region. From 203 university professors polled we can appreciate a context of technology use in a traditional form and a high auto-perception of the use of the ICT in the pedagogic practices of the teachers, which are related to the age, Internet usage and resources such as the chat, among others. The data shown in this article allows us to see, among other things, how the status of ICT use in Colombia ratifies academics grounds by Said (2011), in regard to medium-low level of utilization of these resources in teaching practices led by the same with their students, despite high perception of earnings potential for ICT in the teaching-learning process. In addition to showing a context in which digital inclusion through the pedagogical exercise of teachers in charge of training new professionals is still outside the constructivist model proposed by Goffman (1974), Lamb and Kling (2003).
ISSN:1139-613X
2174-5374
DOI:10.5944/educXX1.14019