Publicación:

Usos pedagógicos de las Tics en la Universidad Cooperativa de Colombia sede Bogotá

Resumen

This work allowed us to carefully analyze the teaching and learning methods, which are involved in university psychoeducational processes, based on the implementation of ICT, taking into account all the formative aspects, such as the roles that occur in this dynamic, is say students, teachers and educational institutions. 12 articles of recognized databases were taken into account, in order to determine the quality of the research and studies carried out to conceive this exhaustive analysis, which, based on different paradigms, methodologies and research objectives, allowed us to approach a more meaningful understanding of the phenomenon under study. Subsequently, a checklist was made, whose objective was to identify the facilities of the Cooperative University of Colombia where it was evidenced, the positive and negative aspects related to the implementation of technological tools in the different spaces and environments where students converge, such as classrooms , libraries, coffee shops, free spaces among others. The different theories were immediately contrasted with the current state of ICT implementation by the university, reflecting that it is interested in the development and technological advancement of resources, and the pedagogies that revolve around it, clearly guaranteeing comprehensive training for both the student and the teacher. Finally, it was evident that the implementation of ICT in educational processes depends on different variables that facilitate or deteriorate these processes. We are currently in full sense of adaptation, where in a physical aspect, the technological facilities or structures are of equal importance as the strategies that will subsequently be implemented from a pedagogical aspect, but more importantly to understand how ICTs intervene in the teaching and education processes. learning through motivation and self-management, which depend significantly on the student who decides to give appropriate use and appropriation of these two processes, just as teachers do when they propose new methodologies and techniques, which ultimately result the improvement and potentialization in diverse capacities and abilities, encouraging by means of more flexible and interactive methods, the autonomous development of the student.