ICT Resources to Improve Learning in Higher Education

ICT Resources to Improve Learning in Higher Education

Matilde Susana Basso Aranguiz (Universidad Católica de la Santísima Concepción, Concepción, Chile) and María Graciela Badilla Quintana (Universidad Católica de la Santísima Concepción, Concepción, Chile)
Copyright: © 2016 |Pages: 11
DOI: 10.4018/IJKSR.2016100101
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Abstract

This article seeks to provide a view on the process of curricular integration of ICTs (Information and Communication Technologies) in higher education, throughout the submission of proposals of how to use some of these resources, with practical examples of its implementation in the learning process of students in subjects from the Initial Teacher Training and Geological Civil Engineering major at the Universidad Católica de la Santísima Concepción in Chile. Furthermore, the innovative and educational experiences mediated by ICT, described in this paper, allow us to visualize the important role that institutions of higher education play, not only in the training of future professionals making an emphasis on the digital skills necessary for their development in the XXI century, but also as suitable spaces for development and ongoing training of teachers with innovative methodological strategies that facilitate and enhance the educational process.
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2. Ict And The Teaching-Learning Process In Higher Education

There is now consensus on the importance the use of ICT in the teaching-learning process even in different educational settings (Durall, Gros, Maina et al., 2012). Therefore, linking ICT with the achievement of meaningful learning, from teaching through direct experiences, in different contexts, and with a strong component of social interaction with others becomes essential. Thus, the integration of technologies has enabled a paradigm shift in learning from different dimensions:

  • Learning does not only occur inside the classroom (formal learning), but also outside of it (informal learning) (Adell and Castaneda, 2010);

  • To change in the role of the student (lead) and teacher (guide) in the educational process (Lopez, 2013);

  • The boundaries of time and space are crossed (ubiquitous learning; Burbules, 2012);

  • To consider the time evaluation real, focusing on the process, with a strong reflective component and with emphasis on timely feedback (Garcia, 2010; Barberá, 2006);

  • To rate the creation of collaborative workspaces enhancing learning with others (Lopez, 2013; Durall et al., 2012).

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