Given the changes generated by digital technologies in the ways of building knowledge, the role of educational institutions is fundamental in the reconfiguration of their teaching practices. This article aims to reveal the positions of university profes­sors in the face of digital innovation and compare them with proposals for professional updating. The methodological design enables to conduct an exploratory study on 45 professors from the National University of La Plata (UNLP), Argentina, using an online questionnaire about the uses, practices and perceptions assigned to teaching tech­nologies. In addition, three training proposals implemented by said academy are selected, as an observation unit, and a systematic description of such initiatives is carried out. From the articulation between the demands and teaching positions, and the performance and proposal returns, provisional conclu...

Given the changes generated by digital technologies in the ways of building knowledge, the role of educational institutions is fundamental in the reconfiguration of their teaching practices. This article aims to reveal the positions of university profes­sors in the face of digital innovation and compare them with proposals for professional updating. The methodological design enables to conduct an exploratory study on 45 professors from the National University of La Plata (UNLP), Argentina, using an online questionnaire about the uses, practices and perceptions assigned to teaching tech­nologies. In addition, three training proposals implemented by said academy are selected, as an observation unit, and a systematic description of such initiatives is carried out. From the articulation between the demands and teaching positions, and the performance and proposal returns, provisional conclu...