1 Universidad Autonoma de San Luis Potosi (MEXICO)
2 Universidad de Castilla-La Mancha (SPAIN)
3 Universidad Politecnica del Golfo de Mexico (MEXICO)
About this paper:
Appears in: INTED2015 Proceedings
Publication year: 2015
Page: 7706 (abstract only)
ISBN: 978-84-606-5763-7
ISSN: 2340-1079
Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain
Mexico faces a serious problem of educational backwardness, regarding the availability and adoption of ICT according to the Global Information Technology Report of 2014 that places it in the 79th position of 148 evaluated countries. It has not been able to compete with the most digitally advanced countries despite some progress in the expansion and modernization of the infrastructure and the implementation of educational reforms, which strongly influences the quality of education.

In this context, the federal government has proposed the creation of a National Digital Strategy with Objective III. Quality education, which refers to the integration and use of ICT in the educational process to insert the country in the information society and knowledge. The fourth secondary objective considers improving educational management using ICT, through the creation of digital content aligned with curricula. The project involves the creation of a digital community management, integrated by a multidisciplinary group of experts in eight subject areas including natural sciences and exact sciences whose function lies in the selection of academic contents, conducting instructional design, teaching sequences and determination of the learning objects that best meet the construction of knowledge of students. In this paper we share the experiences of the formation of the team responsible for the area of physics in a university level, reflections on the selection of disciplinary content and the selection of appropriate tools, challenges and future perspectives. This exercise in collaboration will lead the way to other members of the academic community who would want to participate eventually in the creation of learning objects with open access and national coverage in order to foster the development of training strategies for skills seeking greater integration of technology to the curriculum, incorporating new digital networks and devices.
Digital Resources, Learning Community, Physics Education.