PEDAGOGICAL USE OF ICT IN TEACHING PERFORMANCE IN A UNIVERSITY IN PERU

Abstract

Rodríguez and Marín (2023) specify that the work in university teaching is increasingly demanding, since the professor's expert knowledge of the theoretical and practical content that allows him or her to transmit knowledge is no longer enough, it is now a priority to carry out research that must be published in journals (local, national or international), the application of teaching strategies that are based on the application of information and communication technologies, among others; therefore, Segovia-Quesada et al. (2020), their work must necessarily transcend the content provided in the classroom.
Emili (2019), García (2009) and De Pablos (2009) highlight the relevance that university teachers should have a solid training in the use of ICT with a pedagogical objective, mainly because their young students already have computer skills, and they definitely have the expectation that technology will be used for their training. given that the labor market is competitive, and it is required that the university provides professional training, where the technological component is transversal.