Dimensions of the learning and the use of the ICT’s. The case of Campeche’s Autonomous University, Mexico

Abstract

Spurred on by the information and communication technologies (ICTs), the new society of the knowledge is advancing at an ever accelerated pace,. Against the backdrop of the digital revolution and social inequality that prevails throughout Latin America, Mexican higher education institutions have embraced the transition from rigid educational models to flexible curricula. This article highlights the experience of the Autonomous University of Campeche (Mexico) in creating a baccalaureate degree program in Gerontology that, through the use of ICTs, is centred on the learner. This program involves the intelligent use of ICTs in terms of three formative dimensions: Conceptual, related to the learning
of knowledge, procedures and specific abilities that enable search, selection, analysis, understanding and re-creation accessed with ICT; Procedural related to the technical domain or symbolic code of each technology; and the Attitudinal related to the development or re-framing of values and attitudes concerning the technology that surpass technophobic predispositions (Fainholc, 2005).