INFORMATION AND COMMUNICATION TECHNOLOGIES IN UNIVERSITY TEACHING. CASE STUDIES IN THE NATIONAL AUTONOMOUS UNIVERSITY OF MEXICO (UNAM)

Digital advances have become key indicators to show the apparent differences in rates of progress between countries. We now talk about the digital divide as the point where the position of countries in respect ICT can be measured. During the past 10 years, the introduction of information and communication technologies (ICT) in higher education has been a constant that has gradually allowed the expansion of university technology and the adaptation of these tools to educational programs. This article describes and analyzes the introduction and use of ICT at the National Autonomous University of Mexico. Our analysis is a quantitative and descriptive research that aims to analyze the situation of this university in this regard and to infer parcial conclusions in relation to the evolution of the country in breaking the digital divide. In order to achieve this aim we have designed and implemented a questionnaire with open questions to 192 teachers from schools and faculties of the Autonomous University of Mexico. The results are presented in percentage and plotted using tables. We can state that it is significant that some of the needs or problems ICTs solve with their use are, absenteeism or lack of motivation towards learning, organization, management and transparency of the processes of teaching and bringing the disciplinary content to student different difficulties. ICTs attach great weight to the use of audiovisual material and communicative processes generated by these technologies and virtual learning platforms can be said to be tools that save space and obstacles in real time.