Abstract:

The media diversity has implications in the construction of new learning environments in amending communicative interaction (from unidirectional to multidirectional), considering temporal and spatial learning environments and new possibilities both for independent learning and for the cooperative and collaborative learning (Valverde, 2010).

Currently Information Society, Educational Technology and Communication (ICT) in general and Web 2.0 technologies in particular, offer us new opportunities for training, creative innovation scenarios, resources for collaborative development of socio-constructivist teaching methodologies and researcher, new paths for social construction of knowledge and professional development of all male or female.

In this sense, the true potential of the Web 2.0 philosophy is not just the technical aspect, but its social and educational potential. According to Dominguez and Llorente (2009), Web 2.0 applications can help students become the real protagonist of the learning process, as well as to promote and generalize various existing methodological principles:

- active student participation in the construction of their own knowledge.
- promote collaboration among equals.
- establish dynamic debate, argument and negotiation.
- collaborate to learn.
- use multiple sources of information.
- promote processes of self-and hetero evaluation.
- introduce new assessment tests, both qualitative and quantitative, based on reflection and assessment practice.

Focusing on the business world, ICT added value and emerged all activities that enable companies to gain competitive advantage and stay and grow in the market. Searching for information, storage, processing, communication and dissemination of any information is a critical part of the operations of any business or organization.

In this communication we present the analysis of perception from 100 teachers on Competition "Use of ICT in the professional field" of the Faculty of Economics and Business Administration of the University of Extremadura and Seville. The sample was stratified by departments: Applied Economics, Financial Economics, Management and Sociology.

To quantify this perception, a survey measuring instrument was developed according to different factors such as: the definition of ICT competence, the type of educational resources that have been used in the teaching of this cross competition, strategies to improve the content and its applicability to the current situation and its relationship to other similar transferable skills. Within each section we include more specific ones.

We performed a descriptive analysis of the responses in the qualitative variables of each group, considering each question. For continuous variables the median and mean with their respective standard deviation were estimated.

From all the information gathered and analyzed, an evaluation matrix of Competition "Using ICT" related qualifications in business studies is presented, by proficiency levels and indicators of achievement of this competition in the context of this area. It can be defined as: Using the Information and Communication Technologies (ICT) as a tool for expression and communication, to access to information sources, as a means of data file and documentation, information management, task presentation and dissemination, learning, research and teamwork.

Keywords:

ICT resources, Digital competence, Business studies, Evaluation proposal, Social networking.