The inclusion of ICT university students: A view from the connectivism
DOI:
https://doi.org/10.32870/Ap.v8n2.845Keywords:
Connectivism, ICT, inclusion, digital competenceAbstract
The article stems from a study based on the assumptions of connectivism, whose objective was to understand how ICTs are included in the learning of university students. A type of quantitative and transversal work with a descriptive scope was applied to a random stratified sample of 684 undergraduate students from a public university in the state of Jalisco, Mexico. We include the validation of the instrument that helped collect the data which, having been analyzed, indicates that the inclusion of ICT is made when students use them to move from the confusing to the definite state, and they are applied to the learning problems that involve identifying important information, as well as the reliability of the site that was consulted. 82% of participants have searched for information in scientific databases, and they relate it by applying it to the knowledge acquired through electronic means, sometimes using tools and giving meaning to data by developing graphic organizers or summaries, in which the students express what they have understood. Connectivism was an appropriate reference to interpret the inclusion of ICTs, as well as to recognize the influence of the context in which actions are developed.
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