Abstract:

Institutions of higher education must adapt to the needs that the information society raised some time ago. Currently the teaching and learning binomial is focused on a more flexible model that incorporates innovative programs and experiences that have required in many cases changes in the university structure and in the roles established so far, from both, teachers and students. In this sense, the teacher takes the guide role (facilitator of learning) and it is expected that the student take an active involvement (motor learning). This role reversal is attached to a supported training by the information and communications technology (ICT) giving an added value to the teaching methodologies, learning strategies and the performance systems assessment of the academic training.

In this context, ICTs are used to develop the Learning Folder in Higher Education (CAES) or student portfolio. The current technologies (digital resources, multimedia and online environments) are characterized by an easy operation, they allow a greater information interaction, they are a support system for both, teachers and students and they establish new relationships. On the other hand, the development and implementation of the CAES offers the possibility to reflect to the students and develop critical thinking patterns while they are carrying out learning and participatory assessments. This allows dialogue between the two sides, teachers and students. It is performed the analysis of some teaching practices where the portfolio is used with emerging technologies observing in this union, ICT-CAES, an added value: increasing the quality of teaching in the classroom, breaking spatiotemporal barriers, facilitating the organization of information, managing learning, the construction of knowledge, feedback, self and co-evaluation, etc.

This study shows the pros and cons of practical experiences carried out in different scopes, higher education areas and disciplines whose central axis is the learning portfolios supported by ICT, It demonstrates innovation in current and future trends provided by the faculty and students who participated in this study. Data have been collected from the voice of teachers and students who have contributed with their work, they have allowed be observed, interviewed and they have participated in focus group discussions about the subject of study.

Keywords:

technology, ICT, learning portfolio, student, higher education