¿Suponen siempre las TIC innovación? Un análisis multidisciplinar

1. Gala Cano Fuentes ¹
2. Ana Costa Pérez ²
3. Claudia Sánchez Guillamón
4. Andrés Borja Alcaraz Riaño ³

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Abstract

In this day and age, teaching Humanities, Social and Legal Sciences at Universitylevels has been constantly asked (and indeed requires) for more, for a number ofreasons. On the one hand, first-year, still at their teen years, students ask for moreflexibility in study plans, those based on skill-acquiring schemes that fail to happen,flooded with practical ECTS that are not such in the end. One the other hand, we findthose convinced of the necessity of lifelong learning, demanding high quality contents, with the added difficulty of concealing work, study and family life. Theseand other dichotomies, and the actual need for funding from educational institutions,have made Information Technology and all sorts of online and telematic toolsincreasingly accepted by all actors within the learning process. Through thispresentation, the authors outline common features of their teaching experiences withnew technologies, actually less and less new but increasingly closer

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