EVUlution Edición No. 6

Abstract

Teaching higher education faces the challenge of closing the generation gap between teachers and students. The former are a population whose training process was carried out when technological development was limited, while the latter have lived their entire existence in an environment influenced by different technological devices.

In this sense, the teaching-learning process developed as a substantive function of education is permeated by the different technological tools available that teachers use as a pedagogical element that facilitates the construction of knowledge of all those involved in said process. It also requires that the teaching population appropriate the available technologies, so that they are included in their pedagogical process with sufficient assertiveness to impact the student, leading to the construction of a significant experience that results in the appropriation and construction of knowledge.