Editorial

Didactic requirements for the integration of Information Technologies

0000-0001-7136-2955Oliurca Padilla García^{1  *}  , 0000-0002-1591-7212Niurka de las Mercedes González Acosta² 

¹Universidad de Sancti Spíritus José Martí Pérez, Sancti Spíritus, Cuba.

²Universidad de Sancti Spíritus José Martí Pérez, Sancti Spíritus, Cuba.

The integration of Information technologies (IT) in the training of university professionals has among its objectives to transform the teaching-learning process from the systematic, varied and systemic introduction of these technologies. This requires the willingness of teachers to teach their subject in a different way and therefore a preparation that allows them to use these tools properly, as a means of teaching and in interrelation with the other components of the process. The didactic requirements for the integration of IT in university education constitute an alternative that favors the mastery and preparation of teachers in order to face this challenge.

The bibliography consulted in some way points to elements of great importance that enable the assimilation of alternatives, methodologies, strategies, procedures that favor the insertion of the IT by teachers. ^1,2,3,4,5,6 However, it should be noted that it does not require a definition of the term didactic requirements, nor are these requirements particularized to achieve the integration of these technologies from the requirements that raises Higher Education in the current context.

This analysis allowed the authors to define the didactic requirements as: requirements that are expressed in the dynamics of the components of the teaching-learning process of the different subjects taught in university careers to achieve the integration of IT.

The following are proposed as didactic requirements for the specific framework of the integration of IT into the teaching-learning process of university subjects:

• Role and place of IT in the professional approach of the curriculum.

• Contribution to the fulfillment of the curricular computing strategy as an element of curricular integration.

• IT mediating character in the teaching-learning process.

• Particularities of the method-medium interrelation in the integration of IT into the teaching-learning process of the subjects.

• Need of changing about the conception of the direction of the teaching-learning process of the subject by the teacher.

• Contribution to a guiding base of activities by the teacher that achieves the student's involvement in the integration of IT into the teaching-learning process.

These didactic requirements require the analysis in the groups of disciplines and subjects as spaces of the methodological work carried out in the universities and their contextualization based on the particularities of each science. They require a new configuration of the teaching system, demand innovative procedures in the direction of learning and require modifications in the roles of the teacher and the student. These didactic requirements require the analysis in the groups of disciplines and subjects as spaces of the methodological work carried out in the universities and their contextualization based on the particularities of each science. They require a new configuration of the teaching system, demand innovative procedures in the direction of learning and require modifications in the roles of the teacher and the student.

REFERENCIAS BIBLIOGRÁFICAS

1.  Chi Maimó A, Pita García A, Sánchez González M. Fundamentos conceptuales y metodológicos para una enseñanza-aprendizaje desarrolladora de la disciplina Morfofisiología Humana. Educ Med Super [Internet]. 2011 [citado 2019 ene 15];25(1):3-13. Disponible en: Disponible en: http://scielo.sld.cu/pdf/ems/v25n1/ems02111.pdf 1.

2.  Zilberstein Toruncha J, Olmedo Cruz S. Las estrategias de aprendizaje desde una didáctica desarrolladora. Atenas [Internet]. 2014 Jul-Sep [citado 2019 ene 15];3(27):42-52. Disponible en: Disponible en: https://atenas.reduniv.edu.cu/index.php/atenas/article/view/117/205 2.

3.  León del Barco B, Latas Pérez C. Nuevas exigencias en el proceso de enseñanza aprendizaje del profesor universitario en el contexto de la convergencia europea: La formación en técnicas de aprendizaje cooperativo. Reifop [Internet]. 2005 [citado 2019 ene 15];8(6). Disponible en: Disponible en: http://www.redalyc.org/articulo.oa?id=217017186009 3.

4.  Marín Díaz V, Romero López MA. La formación docente universitaria a través de las TICs. Pixel-Bit. Rev Med Educ [Internet]. 2009 [citado 2019 ene 15];(35):97-103. Disponible en: Disponible en: https://idus.us.es/xmlui/bitstream/handle/11441/22601/file_1.pdf?sequence=1&isAllowed=y 4.

5.  Lombillo Rivero I, Valera Alfonso O, Rodríguez Lohuiz I. Estrategia metodológica para la integración de las TIC como medio de enseñanza en la didáctica universitaria. Apertura [Internet]. 2011;3(2):16-25. Disponible en: http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/208/2235.

6.  Padilla García O, González Acosta N. Estrategia de integración de las tecnologías informáticas al proceso de formación del profesional de la educación. Pedagogía Universitaria [Internet]. 2013 [citado 2019 ene 15];18(1):78-82. Disponible en: Disponible en: http://cvi.mes.edu.cu/peduniv/index.php/peduniv/article/view/565/565 6.

Received: April 26, 2019; Accepted: July 24, 2019

^*Autor para la correspondencia. Correo electrónico: [e-mail]

Los autores declaran no tener conflicto de interés en esta investigación.