Currently, Information and Communications Technologies (ICT) have become essential tools in academic practice; however, its use within the teaching-learning process has focused only on digitizing educational acquis, while educational practice still preserves traditional, methods, instead of using collaborative environments and other benefits offered by the field of Web 2.0. Thus, this research, which corresponds to a quantitative-descriptive correlational level, it has been done through survey methodology. Its aim is to analyze the ICT training of teachers and students in relation to digital competence and the use of ICT in Web 1.0 and 2.0 in academic practice, in reference to some contextual factors in Higher Education System in administrative sciences in the metropolitan area of the city of Queretaro. It was found that there is a relation between of digital competence and teaching training in ICT, as well as a direct relation of the use of ICT among teachers and students. This affects academic performance, showing that the innovative use of ICT has favorable effect on student academic practice.
RESUMENLas economías más potentes comparten el hecho de haber desplazado sus tradicionales economías basadas en el procesamiento industrial de insumos físicos y recursos naturales, hacia economías altamente dependientes de actividades intelectuales que generan innovación y conocimiento. La tecnología educativa tiene un papel fundamental en este proceso porque es capaz de codificar, transmitir y producir información de maneras inéditas en la historia de la humanidad. Sin embargo, incorporar la tecnología en las organizaciones no es suficiente para provocar innovación. Es necesario realizar transformaciones institucionales controladas y sistematizables para fomentar la Economía del Conocimiento. Este texto presenta una estrategia de innovación educativa capaz de generar capital intangible a partir de la aplicación de una metodología de transversalización de la Educación a Distancia.PALABRAS CLAVE: Educación a distancia, innovación educativa, universidad, Economía del Conocimiento.
ABSTRACTThe most powerful economies in the world share to each other the fact of having transformed their traditional natural resources-based economies, into Knowledge-based
This paper examines the efficacy of a statelessness reduction plan implemented by the country of Chile. We evaluate the programmatic alignment of Chile’s statelessness reduction plan, #Chilereconoce, with policy enacted by the United Nations High Commissioner for Refugees in that office’s campaign to eradicate statelessness by the year 2024. In addition to evaluating the structure of Chile’s statelessness reduction plan, we explore the policy outcomes of this plan in achieving its desired goal of reducing statelessness in Chile. We use Chile as a case study because it implemented the United Nations High Commissioner for Refugees’ 2014-2024 Action Plan and, therefore, can shed light on if such a plan can put a nation-state on the path to remedy the deleterious effects of statelessness. Our central argument is that Chile’s statelessness reduction plan can, in-fact, serve as a blueprint for governmental institutions to follow towards achieving the goal of reducing statelessness. The success of such a plan, however, is conditioned upon whether principle actors within governmental institutions confront, head on, structural challenges that otherwise tend to undermine the merging of a confluence of critical factors that must be aligned for success to occur. The Chilean project demonstrates that reducing statelessness requires community action, implementation of domestic legislative reform, and governmental accession to international treaties.
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