Education has experienced, for several years, a renewal in the teaching - learning process that different educational institutions have assumed in different ways and at different rates.
Today, new technologies "invade" human activity, in such a way that significant changes are introduced in today's society.
The higher education is no stranger to this methodological renewal in which the teacher has ceased to be the focus of classroom teaching and now the student is at the center of the activity under a model of independent learning that promotes teacher auxiliándose of resources such as information and communication technologies.
All these possibilities must be taken advantage of to fulfill the educational purposes that are associated with professional preparation and the formation of competencies to positively integrate into the so-called knowledge society, in which learning lasts throughout life.
Educational institutions face this reality, but they do not always have the necessary resources to promote the preparation of students with a vision that displaces the traditional teaching in which the teacher is the main figure; moving in a much larger space such as the classroom, laboratory and other work environment.
It is necessary to know the capacities and deficiencies of the students and offer them work alternatives so that each one finds the one that best responds to their abilities and interests.
New technologies are an excellent didactic resource to use to take advantage of the possibilities offered in the different educational areas and levels, to have a positive and dynamic impact on the teaching-learning process, and to motivate students to develop their learning independently and active.
A renewal in the teaching-learning process
The teaching-learning process (PEA) is considered by many teachers, nowadays, as not very productive, mechanical and repetitive, in which the student makes little effort, and the formation of values, the acquisition of behavioral norms and methods learning, can be adversely affected.
This must be an active process, closely linked with life, with the environment in which the students move, developer of intelligence, builder of positive qualities and values of personality, and self-learning.
The teaching-learning process (PEA) is in need of a renewal in order to achieve a process of dynamic interaction of the subjects with the learning object and of the subjects with each other, capable of integrating actions aimed at instruction, development and student education.
That is why it is necessary:
It is for all the previously analyzed that education experiences a renewal of the teaching-learning process.
Higher education is not alien to this methodological renewal in which the teacher is no longer the center of teaching in the classroom and the student is in charge of their activity under an independent learning model that the teacher must promote through their participation as a driver, using the resources at their disposal, including information and communication technologies.
Immersed in a society penetrated by technology, this presence should be used to fulfill the educational purposes that are now associated with professional preparation and the training of competencies to positively integrate into the so-called knowledge society, in which the learning phase is prolonged to life in its full dimension.
As early as March 1962, Ernesto Che Guevara stated: “The world is moving towards the electronic age… Everything indicates that this science will become something like a measure of development; whoever dominates it will be a vanguard country. We are going to invest our efforts in this direction with revolutionary boldness.
The Revolution has always placed Education at the forefront of its historical tasks and today its transcendental qualitative and quantitative progress in this sphere is widely recognized. Only a country like ours is capable of trying to successfully solve the problem of bringing teaching and education to all the people and definitively establishing this right for future generations.
Educational institutions face this reality, but they do not always have the necessary resources to promote the preparation of students with a vision that is already far from traditional teaching, whose main figure is the teacher and the ideal space the classroom or, in the best of the cases cases, the laboratory.
Taking into account the capacities and deficiencies of the students, they can be offered work alternatives so that each one can find the one that best responds to their abilities and interests.
Today, new technologies "invade" human activity, in such a way that significant changes are introduced in today's society. They are influencing educational organizations with the increase of information and with new teaching systems that involve profound changes.
One of its main influences is the possibility of overcoming and breaking space and time barriers, by allowing teachers and students to meet in different places and times, which allows the expansion of the exchange of experiences, as well as the improvement of monitoring and control of the students.
When assessing the incorporation of new technologies in educational processes, it should be borne in mind that their integration into the teaching-learning process is not a simple task. This implies a rigorous analysis of the objectives, a real understanding of the potential of the technologies, a consideration of their effectiveness and the perspectives on the dynamics of the changes that occur in the institution.
The use of computing in teaching, in scientific research and in teaching management has been a prioritized objective of the National Informatics Policy since the first years of the Revolution.
In our country, positive results can be highlighted in the use of new technologies, among which the following can be noted:
• All university careers have introduced the teaching of Computer Science based on the needs of the professional model, as well as it is used by different disciplines and subjects in order to improve the teaching-learning process.
• The curricula of Middle and High School Education have also undergone changes that have allowed the study of this discipline with different objectives and methods.
• The creation of a national network of the Young Computer Club with recreational and cognitive objectives for learning Computer Science in young people and in the Cuban family in general.
• The state has invested large sums of foreign currency in the acquisition of equipment to achieve compliance with national plans at the different levels of education.
• The structure of a postgraduate improvement system based on different ways to guarantee the professional level of those in charge of developing this process.
• The achievement in our main centers of Internet connection as well as universalizing the use of new advanced technologies.
Taking into account all these advances, the authors of this work propose the use of these computer technologies in the curricular design of the subject Writing and Style II, at the University Headquarters of Santa, in the Social Communication career, which will enrich and strengthen the work of the subject teachers, and the independent study of the students, responding to current demands in the field of education: the training of a competent professional.
The learning process (PEA) should be aimed at students interacting and knowing how to express themselves in different languages of a sound and audiovisual nature.
A multi-mediated teaching process, which combines various forms of knowledge representation through the use of different modalities, will enrich the expressive and communicative possibilities of our students while increasing their cognitive, sensorimotor and affective development.
Learning with media is fundamentally an individual activity that occurs in a given context. Obtaining knowledge through a material is a process in which multiple factors of diverse nature intervene (cognitive, aptitude, organizational, among others).
These constitute an excellent didactic resource to use to take advantage of the possibilities offered in the different areas and educational levels.
Among the skills and competencies that can be developed with its use are: the search and selection of information, critical analysis and problem solving, teamwork, the capacity for self-learning and adaptation to change or initiative, perseverance and self-evaluation.
When introducing new technologies in teaching, changes must be produced in the main categories of the didactic system, objectives-contents - methods and how the media are integrated into the didactic system, resulting in a more complex system: objectives-contents-methods-means to which is added the need for changes in the form of evaluation and the organization of the process.
The use of the computer is an excellent means of learning, since materials from different sources can be presented to the student: texts, graphics, audio, video, animations, simulations, photographs, diagrams and concept maps. This environment guarantees the passage from "living contemplation to abstract thinking" where the student acquires a leading role since she has the opportunity to select the part of the material with which she wishes to interact and where at the end she can receive an exhaustive report of
The inclusion of new technologies in the educational system is due to its importance in daily life, both professional and social, therefore students must know how to use computers and other basic computing resources.
More flexible teaching
This model, which is universalization, must lead to training where there is a significant part of self-instruction; In this, technological supports play a fundamental role, in order to get creative, adaptable, enterprising, interdisciplinary people who collaborate to solve the problems that arise.
It is a flexible model because it faces different work situations, territorial peculiarities and individual rates of academic achievement. It is structured because it favors the organization and development of student-centered learning to strengthen their responsibility and active character in their own training process. Focused on their learning process, promoting a concept of self-education supported by learning strategies and combining the student's independent activity with collaborative work strategies.
The use of these means in the teaching-learning processes is not given because it is what is fashionable, but because they really add significant value to said process.
Written expression, oral expression and computing
The subject Writing and Style II can be supported by new technologies to motivate students to exercise aspects that are central to the proper use of the mother tongue through a series of activities that allow them to know how their learning is going, what they are their weaknesses, enrich the vocabulary according to the professional profile; use the structures of the language to express their thoughts with clarity, coherence and fluency, with sufficiency in ideas; develop creative capacity in the production of texts so that graduates can use their mother tongue to carry out analyzes and evaluations in accordance with our ideological, ethical and aesthetic principles, which will guarantee communication and knowledge exchange,impressions and experiences in all spheres of social activity and specifically in his work as a social communicator.
It is of great significance to speak of the Mother Language at all educational levels, with an emphasis on four great skills: reading, listening, speaking and writing. These should be addressed in all disciplines but especially exercised in the classes of the Writing and Style II workshop subject where, according to specialists, there are shortcomings that damage the quality of learning and especially the ability to write.
In referential articles it is proposed how in the teaching-learning of the language, the key word in use or communication, with greater intention is aimed at the student being able to use the language to communicate better, to interact linguistically.
Its purpose is the improvement of the performance of the users in the interaction with others, and it is not only the effectiveness of a subject to communicate his thought and responsible for his enunciation, but also as the identification of the language as a constituent of the own subject.
Its general objectives are designed to develop in our students habits and skills in the use of oral and written language that encourage the creative and independent assumption of further academic and professional demands. It is a workshop subject and as its name indicates, it must exercise a series of knowledge already learned by students in a practical and dynamic way.
As is evident, the teacher is required to look for novel alternatives that guarantee to respond to individual and collective particularities, as well as to the efforts of the Ministry of Education, in order to achieve the quality of the Teaching-Learning Process and much more, when it is about working with the most effective means of a communicator: language.
The teacher of this subject is responsible for playing a primary role in guiding the development of these language skills, and especially with the production of texts, which is the component that presents the greatest effects.
The production of texts is a form of expression so it is necessary, to promote the act of writing, to devise novel and practical tools that help the student feel fit, and can write taking into account the technical and formal requirements of the text.
Taking into account what has been previously analyzed, it was found that the use of new technologies in this subject is a new, useful and practical way to solve the needs of students related to oral and written expression, including the related with the spelling; These issues that in the classroom cannot be addressed individually due to the curricular structure of the subject; but that can be exercised with the use of a computer tool that can be designed in such a way that the student exercises, reads, knows new cultural and literary fields, develops skills in the assessment, comment and analysis of suggestive texts that do not appear in the program and that would be of great interest to them, allowing you to check and evaluate your own learning.
We have taken into account when using these new technologies to introduce video, photographs and texts into multimedia that diversify the sources of information acquisition, adding new information on the same topic that in class I find it very difficult to treat.
In this way the student will find new aspects of the subject he is studying or the recommendations to look for them elsewhere.
Pedagogical possibilities of multimedia for the subject
It is necessary to know that our students have different characteristics and move in different work environments, which makes it difficult and tedious for them to develop activities aimed at their independent study.
The same multimedia offers the variant of being as useful for the advantageous student as for the one who is not. The former will be able to go faster, inquire into other sources of information and feel the need to learn more, while the latter will not feel inferior or marginalized, but rather seek the way to continue developing, although more slowly.
Taking into account the above, it can be pointed out that multimedia systems break with passivity in the appropriation of information. The mechanical observation implied by the audiovisual media disappears with the use of this system, as the search for information acquires a heuristic character.
This medium frees the student from direct participation in the selection of information from other sources, for this reason printed materials and audiovisual media are combined. With this we are also helping to save time on the remote student's work.
Another didactic possibility of the medium we chose is the student's interactivity with the multimedia system but under its control.
The student can handle the information as he wishes; You can print it, copy it to another file, modify it, search other sites, organize your reading pace, stop studying at any time and start where you left off. Interactivity is synonymous with the quality of the multimedia system, but by itself it does not guarantee the function of reinforcing the message.
Interactivity must also be analyzed as the possibility of connection between other people, which allows us to move away from the criterion of the computer as a means that tends to individual work.
Multimedia systems stimulate the creativity of students, since they not only react to the exposed multimedia, but they are also able to create new ones, or incorporate new situations to the one being analyzed.
They increase the facilities for feedback by allowing students to find the answers to their questions, although it is necessary to declare that the selection of the same, as well as the degree of deepening and selection of the answers depend on the programming tasks that the team of realization determined.
It is possible with this system that the student who has received a negative answer can return to the point where he made a mistake and there find new redundant information, rectify the answer and send it to the teacher.
They eliminate the unidirectional nature of the information that characterize audiovisual media, by allowing consultation with other sources, other students or with the teacher from a distance.
It is not necessary to wait for the entire system to be seen to make the query, when the student wishes, he can do the same using the telematic networks.
Another possibility is given by the complementarity of the messages, the contents or the useful information for the student. It does not mean that in the design of the multimedia system the same message must necessarily be given through different means, but quite the opposite.
In other words, one medium of those that make up the system is in charge of transmitting the information through its language, another complements it, while a third medium has just given the complete idea. The integrative qualities of the system and the simultaneity of possible actions between each component are the direct causes of the complementarity of the information.
They allow access to large volumes of information, the ease of having information stored in other sites, which increases the access capacity, not only to the system itself but to other remote ones.
The capacity of the multimedia system is variable, so they can be used to deal with more than one subject in a course, or in several.
Ease of use, caused by the simplicity of the means used, which do not require special premises, specific conditions, hours or very specific skills.
The same multimedia system can be used by different students and each one can have an access code to the same material, which prevents their ideas and answers from being erased by other students.
They integrate the remaining teaching facilities. It is precisely the multimedia system that is responsible for integrating all the teaching aids, just as the video did previously.
Integration does not mean that the media can be replaced by multimedia, but quite the opposite, since each medium has its own characteristics.
Compliance with the didactic principle of audiovisual teaching does not imply in any way that the quantity of media is synonymous with quality in teaching, since this is based on the appropriate selection of them.
But it is indisputable that teachers and students must use a variety of media in accordance with the methods used in the knowledge acquisition process (PEA) and those that in turn require some resources for viewing.
The materials integrated into this multimedia are related to our national scope, since it is necessary for the student to know works, writers, texts related to the history of our people, texts that arouse curiosity, remedial activities to work with spelling, component of the mother tongue that is so affected today and that affects the results of our students; activities that promote the creation of original texts, in short, actions that arouse interest, motivate, develop communication skills so important in the future performance of these students.
The study guide, those that are in deficit in the warehouses, the training guides for independent study, complementary work materials, Marti texts, among others, have also been integrated into it.
Conclusions
The university student must assume a participative, responsible, investigative, reflective, critical, autonomous behavior, transforming his reality, committed to society and aware that he is a participant in his education, so he must dedicate time to study and independent work and in search of new realities.
If today we are able to look back we could realize that the work that has been achieved by humanity has been the product of intelligence, creativity and the will of man.
It is not possible to ignore, at the dawn of the new century, that this potential cannot be left to chance and in our consideration we have to achieve this human potential in order to increase the development of humanity with the technological, social and economic demands that this time it holds for us.
Learning is a systematic and permanent process that begins and ends along with life and depends on and occurs in a determining relationship with the historical, political, economic and social conditions in which it takes place.
Learning is a process of internalization on the part of universal culture.
It is a quantitative and qualitative transformation in each of the knowing subjects, it is subjectivation of objective reality.
Learning leads to personal production; in socialized conditions; of knowledge, skills and habits, values, feelings, tastes, ideals, aspirations, interests, attitudes, behaviors.
Bibliography
1) Addine Fernández, Fátima, Ginoris Quesada, Oscar, Turcaz Millán, Juan. General Didactics (basic material) Master of Education (2006)
2) Adell, J. (1995): “Hypertextual navigation on the World-Wide Web: implications for the design of educational materials”. http://gte.uib.es/pape/gte/.
3) Adell, J. (1997): "Trends in education, in the information technology society." EDUTEC. Electronic Magazine of Educational Technology, nº 7 http://gte.uib.es/pape/gte/.
4) Alfonso Cuba, I. The teaching aids and the virtual educational model.
5) Álvarez Echevarria, M, Reinoso Cápiro C, Durán Gondar A, Fernández González A. Educational communication.
6) Álvarez de Zayas, C. (1992): “The school in life”. Education and Development Collection. Havana, p. 170.
7) Area Moreira, M. New communication and information technologies in education. Educational Technology teaching website. University of the Laguna. 2002.
8) Ballesteros, R, Valdés, G, Álvarez, I and Hernández, A. (2005): “The new information and communication technologies (ICT) in the execution of virtual and distance laboratory practices”. Central University of Las Villas. XI International Informatics Convention 2005. Havana, Cuba.
9) Bartolomé P, AR (1996): “Preparing for a new way of knowing” in Electronic magazine of educational technology, No. 4 December, 10p.
10) Bartolomé, Antonio. "Viroz, an interuniversity multimedia development experience". Pixel-Bit. January 1997. Spain.
11) Cabero, J. (1996): "New technologies, communication and education" in Electronic magazine of educational technology, Palma de Mallorca, Spain. Num. 1 February. 10p.
12) Castellanos Simón, Doris and others. "Learning and teaching in school". Editorial Pueblo y Educación. Havana. Page 24, 2002.
13) Cuba: Information and Communication Technologies for all Havana, December 2003.
14) De Castro Lázaro, Castro. Interactive multimedia systems. New Information and Communication Technologies for education. Lectures from the Congress "New Information and Communication Technologies for Education". December 14 to 17, 1993. Spain. ALFAR editions.
15) Informatics, knowledge management and quality in higher education. Universitas 2000 Magazine. Vol. 16. No.2 1992. Venezuela.
16) Klingberg, Lothar. "Introduction to general didactics". Editorial Pueblo and Education. 1978.
17) Silvestre Oramas, Margarita. Didactic requirements to direct a teaching-learning, developer and educational process.
