Criteria for choosing educational technologies and digital resources in university institutions to improve teaching productivity

Abstract

This article corresponds to the incorporation of educational technologies and digital resources as an innovative teaching strategy for active learning in competency-based educational models, renewing teaching practice in university institutions. It is a documentary research that compares proposals from various renowned authors in the area, to select the eligibility criteria for educational technologies and digital resources that are adapted to the educational processes of the university institutions involved, given the imminent need for transformation as a result of the emergency caused by the pandemic worldwide. With the return to face-to-face classes and in some cases the adaptation of the educational model to the hybrid modality, new scenarios are proposed, modifying methods and strategies that structure the teaching-learning process. Understanding that teachers play a role as facilitators of learning and students must take a more active role, García (2016). But the evaluation and the choice made of the digital tools and materials to be used in the classroom must also be modified. Given this reality, eligibility (functionality, pedagogical and technological) is manifested, allowing a research phase, selecting digital educational tools and resources for teachers.