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G. Mata Hernández, R. Garibay Jiménez

National Autonomous University of Mexico (MEXICO)
The use of Information and Communications Technologies (ICT’s) is highly extended and entails transformations in all ambits of the society; one of them is education, where ICT’s have become essential in order to provide dynamic and intelligent environments which involve easygoing cognitive learning milieus directed to improve teaching-learning processes and auto-learning.

Integrating ICT’s into teaching activities implies a change of the involved actors in the teaching-learning process, which requires a careful planning of courses, a total knowledge of the use of technologies that answers what, how and what for and a methodology that accurately determines the course’s contents. Moreover, planning must efficiently cover the didactic strategies in order to teachers turn into facilitators for the access to knowledge, and the students in their own directors of their learning process.

With new technologies, we have a wide range of possibilities to update and improve educational techniques, which by means of programming and application of specific didactic strategies students achieve a major motivation, a wide vision, projection, dynamic and interactive knowledge environment which allows them to obtain and reinforce personal and professional capacities which are fundamental for professional practice.

Under this perspective, in this document it is described the experiences of integrating ICT’s into the teaching activities in terms of methodology and educational techniques, as useful instruments to improve the quality of the educational process and that have served as foundations for elaborating didactic sequences, digitalized materials, evaluation instruments and proposals for their use through available educational platforms. Additionally, it is presented an analysis of the different aspects that entail the use of technology in education.