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M. Cruz-Millán1, A. García-del Valle1, M. Aguilar-Santelises2, L.J. Flores Carmona3, A.G. Rojas-Fernández1, T. Corona Ortega1, L. Aguilar-Santelises1

1Universidad Nacional Autónoma de México (MEXICO)
2Instituto Politécnico Nacional (MEXICO)
3Universidad Autónoma Chapingo (MEXICO)
People working within modern education must be acquainted with modern information and communication technology (ICT), which is also rapidly evolving and may constitute a complex field of specialization by itself [1]. Many tools can be classified as ICT, and they are being constantly improved. Assimilation of new versions of already existing hardware and software besides newer and better apparatus to manage them may be difficult for teachers already accustomed to traditional ways of teaching. On the other hand, young students are targeted everyday with digital media information bringing new and more powerful but friendly user technology. Young people may be more knowledgeable on such technology and eager to use it for various purposes. The difference in frequency and ability to use digital media may produce a breach between generations affecting all levels of education. University teachers face a tremendous challenge since they need to keep themselves updated not only within their subjects of expertise but also with modern applications of efficient and modern digital technology [2]. Young students are not just more familiar with digital media but they also expect teachers to be equally able to use it for teaching purposes. All considered, modern ICT provides alternatives to improve learning and teaching for both teachers and students. It is very important that teachers know and acquire competence to use ICT in their various programs and designs, in order to make their lessons more instructive and easy to understand. Therefore, a group of teachers in the FES Zaragoza UNAM have worked since several years ago to build up such a competence within our fellow teachers from the Chemistry, Pharmacy and Biology (QFB) curricula. We have offered conferences and courses, explaining how to make better use of the internet and software available in the market, as well as interactive communication platforms such as Moodle. Our goal is to help our fellow teachers to achieve a deeper knowledge and to apply diverse strategies to reach their students with improved and easier to understand scholastic material.
Supported by DGAPA PAPIME PE206913

[1]. Férnandez Gómez, Eva. U-learning. El futuro está aquí. Alfaomega Grupo Editor. México, 2010
[2]. Celestino Gutiérrez A., Echegaray Legarreta O., y Guenaga Garai G. 2003. Integración de las TIC en la Educación Superior. Pixel-Bit. Revista de Medios y Educación, julio, núm., 021. Secretariado de Recursos Audiovisuales y Nuevas Tecnologías, ISSN (Versión impresa) 1133-8482. Sevilla, España, pp. 21-28