Digital knowledge and higher education. Curricular challenges for the inclusion of ICT in teaching-learning processes

Abstract

This paper analyzes the role of technology and some communicative artifacts in the university school context. It is what, recently, has been called digital knowledge and that is related to the capacities of subjects to administer, manage and use digital devices and narratives in academic and professional spaces. Thus, the findings of an empirical research conducted at a Mexican university are presented; the sample is simple random probability and is made up of 346 subjects divided by area of knowledge since, we worked with the hypothetical that the discipline of study affects said knowledge. For the analysis, an exploratory KMO factorial and a Bartlett sphericity test were performed; the findings account for the partial incidence of the variable area of knowledge in some of the dimensions analyzed.