INTEGRATING ICT AND ACTIVE METHODOLOGIES IN THE EDUCATION AND DEVELOPMENT OF SKILLS IN TEACHERS AND STUDENTS OF THE FACULTY OF ENGINEERING AT THE UNIVERSITY OF SAN CARLOS GUATEMALA

Coming from the idea that almost all the economic and social activities are increasingly depending on ICT, there is a need to integrate these technologies in university teaching processes, including active teaching learning methodologies of proven efficiency in the field of education. The objective was to analyze if there is an improvement in the development of the student’s competencies through the implementation of these methodologies and the use of ICT, these technologies can help to overcome the barriers of time and space of the face-to-face teaching.
Although there are different research papers that have analyzed these synergies, most of the studies have been addressed from the field of the Sciences of Education. In this paper, we revised and adapted these studies to present new models that can be applied to the field of Industrial Engineering. The study examined the use of active methodologies, in which the student becomes the protagonist, getting involved and engaged in their learning process, while the teacher would act as mediator, guardian and guidance.
The work has an eminent innovative character and the initial hypothesis is that the use of active teaching-learning methodologies in combination with ICT helps the acquisition of skills of teachers and students in higher education related to industrial engineering. In order to contrast the hypothesis, analyze some of the main active teaching-learning methodologies that have been gaining prominence in recent years.

Proposals of methodologies in the classroom with the teachers and students:
1. Cooperative Learning, characterized by the use of small groups of students working in a unified manner to enhance their own learning and that of others. It promotes team work, positive interdependence, individual and group responsibility.
2. Problem-based learning is organized into groups of students, so that each group held meetings to discuss and resolve a particular problem that has been previously designed by the teacher.
3. Project Based Learning, learning to train the students' learning through the development of projects related to the context of learning. It is planned, creates and evaluates a project, in a way that focuses not so much on the specific content of a subject, but in the work of a problem, a question that requires an acquisition of knowledge to resolve any given situation.
4. Flipped classroom to teach combine face-to-face teaching constructivist with the independent work of students, so that students analyze outside the classroom material and viewing the videos produced by the professor, freeing up the time face-to-face in the classroom to take advantage of the application or practice of knowledge.

The development of the application of active methodologies and use of ICT is something novel in the field of industrial engineering in Guatemala. The results of the proposal looked for improvements in the process of teaching and learning, and the increment of the motivation of students to learn and improve academic performance. It was achieved to improve and relate the programmatic contents and its application in context or the real environment of engineering.
The results were evaluated in two groups, one experimental group and a control group, for each of the subjects, Business Administration, Personnel Management and Preparation and Evaluation of Projects, of the School of Industrial Engineering, Faculty of Engineering, University of San Carlos Guatemala.