Abstract:

The experience of using the information and communication technologies (ICT) as mediators between the transversal teaching competences and sustainable digital inclusion, from the dual perspective of providing continued access to digital inclusion as a second generation human right and focus on the individual, in this case the teacher. The aim is to strengthen both their ICT competencies and their teaching competences and also their transversal competences, to thereby facilitate the strengthening of transversal competencies of their students. Used models of sustainable digital inclusion (SDI) and the minimum set of transversal teaching competencies (TTC), belonging to the international group "Grupo Internacional de Investigación Interdisciplinario en Comunicación con Tecnologías de la Información (III C-TI)". These models guides the teaching experience in the summer courses which the Faculty of Engineering dictates for seniors, who agree to participate in research projects that support the improvement of the quality of life of users of digital technologies. These summer courses (Austral Summer) are enrolled in traditional university extension program "Vive la Universidad" (Live University), managed from the perspective of Community Outreach to vulnerable groups of society. The course aims to facilitate social inclusion of senior people through digital inclusion. Both faculty members and students of the summer course are exposed to strengthen three types of transversal competencies, ICT competences, learning to learn competence and social responsibility competence, each group from their own role and perspective. The results are presented through a double experience, one contextualized in senior people as students and their needs for inclusion and the other, the curricular management innovation from the partial perspective of transversal competences, in the context of the University Social Responsibility (USR) and the Service-Learning as pedagogical strategy for R&D+I. In the atmosphere generated in the course for seniors and their social needs, was feasible to meet the models, strategies, programs and university policies, which allowed to test the general working hypothesis, that if show success in applications for ICT didactic activities selected, in an age group that has greater difficulty in managing digital technologies, could get a proportionately higher success in the age groups of students with minor difficulties managing these technologies. The results are feasible to be replicated in part or completely in environments of international higher education, since a minimal set of generic competences mediated by ICT competences are used, where they have to be updated continuously by teachers and students in a context of interest to universities, as it is the development of university social responsibility.

Keywords:

ICT, Transversal Teaching Competences, Digital Inclusion, University Social Responsibility.