Abstract:

The Spanish Higher Education System has undergone a great transformation in recent years. One of the main changes, according to Delgado (2011), is the new concept of teaching, which now seeks the professionalism of learning in order to find the accurate preparation of students for their future insertion in the labour market through the entire adaptation of the educational process.

Furthermore, it is not possible to ignore the presence of new technologies in all professional fields, which makes it inevitable to introduce the different technological advances in classrooms so that students can achieve ICT skills that prepare them for their future. This is especially inescapable in the subjects of Graphic Expression.

The main objective of this research is to find out in which degrees from the University of Seville (US) and the University of A Coruña (UDC) that contain any subject related to Graphic Expression it is foreseen the acquisition of ICT competence, whether it is reached, and to compare the differences that are noticed between both universities.

An analysis of the official teaching guides was carried out, with regards to each subject related to Graphic Expression. These guides are used by professors for the development of their teaching work, and they have been downloaded from the website of both State Universities.
The sample consists of 45 subjects belonging to 19 undergraduate degrees from the US and 27 belonging to 14 undergraduate degrees from the UDC.

The results show that in the US 73.3 per cent of the sample contemplates the acquisition of the ICT competence, although only 62.2 per cent reflects them in its contexts. However, the responsible teaching staff does not use any appropriate methodology for its achievement (48%) and does not use evaluation strategies to verify whether this competence has been acquired (46.6%).

In the 14 degrees studied from UDC, 27 subjects have been contemplated, from which 66.6 per cent take into account the acquisition of ICT competence, although only 18 per cent of the teaching staff provides specific teaching methods to work on it. The 51.8 per cent predicted it among its contents, but only the 11.1 percent used a specific type of evaluation to verify their acquisition.

Graphic Expression is a basic subject in the teaching-learning of technical careers, and ICT teaching should have become unavoidable to its teaching. It is therefore unjustifiable that in these subjects the acquisition of ICT competence is not unanimously contemplated, nor teaching methods or evaluation strategies with regards to its achievement. The lack of adaptation of teaching methods and the systems of evaluation with regards to the achievement of any kind of competence will not develop the appropriate adaptation to the demanded educational model.

Keywords:

Architecture, Engineering, Technical Drawing, Digital Competence.