Abstract

Tendencies and difficulties associated with the use of ICTs in higher education. Entramado [online]. 2014, vol.10, n.1, pp.272-295. ISSN 1900-3803.

The appropriation of Information and Communication Technologies (ICTs) in the field of higher education brings with it a whole new interpretive perspective on the importance of pedagogical discourse to face the difficulties of interaction, roles, and flexible pedagogical possibilities in the context of the information society. In order to do that, through the document review of various scientific texts with a hermeneutical key, procedures of axial and open codification are used which purport to understand, from a reflexive perspective, the importance of a pedagogy that is flexible, systemic, and based on the contributions of a teacher with historical consciousness who makes it possible to overcome obstacles in the process of virtual or semi-present education. Likewise, based on memoranda created for the classification of information with the support of Atlas ti software, in the form of results, difficulties are negotiated which may exist in the adoption of ICTs through the constructivist and systemic pedagogical basis. In this sense, the contribution of research is centered on giving value to the role of teachers, and the importance of their teaching style, making clear the substantial role of pedagogy in the appropriation of ICTs to potentiate content, resources, materials, and activities put in place to facilitate the students' autonomous and collaborative learning. As a consequence, it will be relevant for teachers to carry out permanent training and self-evaluation of their pedagogical praxis.

Keywords : Higher education; flexible pedagogy; teacher's role; pedagogical tendencies; use of ICTs.

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