This research seeks to describe and explain the relationship between teaching strategies and meaningful learning in students of Master of Management of Education and University Teaching 2017-I School of Education UNMSM. The selection of the study sample was made through the technique of simple random sampling. The type of research was basic descriptive, explanatory non-causal relational, the design of the research was non-experimental. For the analysis of data, the Inferential statistics was used and for the processing of the information the statistical program SPSS Version 24 and the Pearson Correlation were used. Results: The Pearson Correlation Coefficient r = 0.56 approximately represents 56% of the data are linearly related between the didactic strategies and the significant learning in the students of. Master of management of education and university teaching 2017-I of the Faculty ...

Information and communication technologies (ICTs) have become a decisive resource in the field of education, and at the same time, an indispensable variable in the academic practice where we seek to use each one of the resources offered by Web 2.0. The objective of this article is to perform a critical analysis and review of the conceptual aspects of teacher training, the use of the ICTs and their implications in teacher’s daily work, as well as in the teaching-learning process. Finally, it is concluded to highlight the importance of the creation of pedagogical dimensions that indicate the training competencies a teacher must have given the new technological tendency.

Information and communication technologies (ICTs) have become a decisive resource in the field of education, and at the same time, an indispensable variable in the academic practice where we seek to use each one of the resources offered by Web 2.0. The objective of this article is to perform a critical analysis and review of the conceptual aspects of teacher training, the use of the ICTs and their implications in teacher’s daily work, as well as in the teaching-learning process. Finally, it is concluded to highlight the importance of the creation of pedagogical dimensions that indicate the training competencies a teacher must have given the new technological tendency.

Information and communication technologies (ICTs) have become a decisive resource in the field of education, and at the same time, an indispensable variable in the academic practice where we seek to use each one of the resources offered by Web 2.0. The objective of this article is to perform a critical analysis and review of the conceptual aspects of teacher training, the use of the ICTs and their implications in teacher's daily work, as well as in the teaching-learning process. Finally, it is concluded to highlight the importance of the creation of pedagogical dimensions that indicate the training competencies a teacher must have given the new technological tendency.