Situación actual del empleo de las TIC en el nivel superiordesafíos y carencias

Abstract

The major challenge of Higher Education is to train flexible, autonomous and effective learners (Pozo and Pérez, 2009), who respond to the uncertainties and changes in the knowledge society (UNESCO, 2000). Education has an obligation to change to fit the needs of the modem world (Morín, 1999), for it must be based on learning to learn, learning to be, learning to do and learning to live together (Delors, 1996). Teaching has changed, and learning is conceived as active student construction, multidimensional, with multiple learning environments (Margalef and Pareja, 2008), and favored by interdisciplinarity (Canabal and Gómez, 2013), And it is necessary for universities to be aware of the need to adapt their training profiles, to design new teaching methodologies, to know and apply new resources and even new learning strategies to fit the context, as stipulated by the European Higher Education Area (EHEA) (Nuñez, Cuesta and Penelas, 2013). This work is based on the trends of educational institutions at the international level, and in particular, deepens the national study ofthe guidelines ofthe Ministerio de Educación Superior, Ciencias y Tecnologia (MESCyT) of the Dominican Republic and the Universidad Autónoma de Santo Domingo (UASD). The objective of the research is to make an indepth diagnosis on how to implement competency leaming, using ICT for cooperative learning, to improve students’ communicative competence, unavoidable elements in all innovative processes in Higher Education. This research is necessary and relevant because studying the context, teaching practices, students ‘and teachers’ knowledge about electronic tools is the basis for adapting methodologies, activities and evaluation system (Salinas, Pérez and de Benito, 2008). Which is what we seek to implement appropriate innovations and congruent to the new realities in Basic Spanish Language subjects.