Resumen

PAREDES-PARADA, Wladimir. Gap in the use of basic and modern information and communication technologies (ICT) among students and teachers in Ecuadorian universities. Educación [online]. 2019, vol.43, n.1, pp.134-152. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v43i1.27423.

The article shows the gap between students and teachers regarding the use and management of basic and advanced information and communication technologies in the teaching-learning process. A quantitative investigation descriptive-interpretative and analytical type was carried ex-post-facto. Data obtained through the application of a questionnaire has been presented, based on previous research that included the areas of equipment management, desktop software and internet specialized in education and research. The questionnaire was applied to 133 teachers and 906 students from two universities in Ecuador, one from Quito and one from Guayaquil. It was observed that students use mostly Internet-based technology, but this does not mean that they do it for academic purposes (often for recreation). However, teachers take advantage or give more utility to traditional tools in academic activities such as PCs, projectors and so on. In the use of basic technology, the gap is small in these two groups. Teachers are on constant training on technology, mainly because the study centers look for continuous improvement in their educational quality. In addition, there are policies and laws of the Ecuadorian State that allow the constant evaluation of universities that look for the academic quality and improvement in the process of generating knowledge to obtain a University accreditation. In several indicators of this evaluation are the use of basic communication technology. It is recommended to direct the appropiate use of new technologies that students make for academic purpose not for leisure, taking into consideration the correct technological policies that teachers must include in the teaching learning process. This can be done if the gap between teachers and students would be reduced.

Palabras clave : ICT; technological gap; teaching-learning; universities.

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