Abstract:

Technological tools for communication and teamwork must be used by the university community; the impact on education implies its use and promotion to promote new forms of work and content distribution. The use of online platforms becomes part of teaching as an alternative tool in the teaching-learning process; in the teacher's role, it becomes a sustainable space for content distribution and information gathering, such as: assignments, assessments, and presentations; in the role of the student, he becomes the receiver of the contents and builder of knowledge, thus obtaining a meaning from the teacher's guide. The benefit of having new collaborative technological services encourages creativity and innovation in learning, its inclusion is part of the generation of new digital skills in new students entering university. In a face-to-face space such as the classroom or a computer center, the technological platform becomes a daily tool where the student, through integrated and convergent online applications: takes notes from the class, delivers tasks registered by the teacher , evaluates their knowledge online, presents class topics in virtual rooms; Using the webcam and the microphone, share files collaboratively, create work teams within the platform that allow general interaction. The objective is to include the Collaborate 365 platform in the classroom, generating new digital skills for the student by using up to eleven converged online applications. This will address the context of the research, attending to the question: Will the characteristics of the institutional collaboration tool be exploited by the students? The context of the research involves new students enrolled in the Basic Computing class of the Bachelor of Degree Bussiness Administration. Not taking advantage of technological services in teaching practice would imply a lack of interest on the part of the students; by not using and applying these tools.

Keywords:

Technology, Collaboration, Sustainability, Skills, Students.