Use of ICT to Innovate in Teaching and Learning Processes in Higher Education: Case Examples of Universities in Chile

Use of ICT to Innovate in Teaching and Learning Processes in Higher Education: Case Examples of Universities in Chile

María Graciela Badilla Quintana, Matilde Susana Basso Aránguiz
Copyright: © 2018 |Pages: 20
ISBN13: 9781522541912|ISBN10: 1522541918|EISBN13: 9781522541929
DOI: 10.4018/978-1-5225-4191-2.ch003
Cite Chapter Cite Chapter

MLA

Quintana, María Graciela Badilla, and Matilde Susana Basso Aránguiz. "Use of ICT to Innovate in Teaching and Learning Processes in Higher Education: Case Examples of Universities in Chile." Enhancing Knowledge Discovery and Innovation in the Digital Era, edited by Miltiadis D. Lytras, et al., IGI Global, 2018, pp. 36-55. https://doi.org/10.4018/978-1-5225-4191-2.ch003

APA

Quintana, M. G. & Aránguiz, M. S. (2018). Use of ICT to Innovate in Teaching and Learning Processes in Higher Education: Case Examples of Universities in Chile. In M. Lytras, L. Daniela, & A. Visvizi (Eds.), Enhancing Knowledge Discovery and Innovation in the Digital Era (pp. 36-55). IGI Global. https://doi.org/10.4018/978-1-5225-4191-2.ch003

Chicago

Quintana, María Graciela Badilla, and Matilde Susana Basso Aránguiz. "Use of ICT to Innovate in Teaching and Learning Processes in Higher Education: Case Examples of Universities in Chile." In Enhancing Knowledge Discovery and Innovation in the Digital Era, edited by Miltiadis D. Lytras, Linda Daniela, and Anna Visvizi, 36-55. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-4191-2.ch003

Export Reference

Mendeley
Favorite

Abstract

In this chapter are shared experiences in educative innovation by using Information Communication and Technologies in higher education. The objective of this contribution is to provide a view related to the curricular integration of ICT, highlighting by practical examples of implementation, which include their impact in cognitive processes and in the development of personal and interpersonal abilities in students. In the distribution, it is incorporated a description in planning activities and their application in the classroom, methodological aspects and assessing strategies selected for each experience are detailed. In addition, it is delivered a reflexive view related to the teacher role in the educative act. Finally, it is discussed the relevance of an active role in higher education institutions, referring to improve permanent training programs in educative innovation and to generate communicational spaces between teachers as well as different formation areas in the sense of strengthening the educative process and improve the quality of education.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.