El objetivo fundamental del presente trabajo de investigación hacer saber que desde hace mucho se comenta sobre la participación de las tecnologías en el desarrollo humano. En la educación se obliga al profesor no sólo a aprender desde las computadoras y la internet, sino también lo obliga a utilizarlo en el proceso formativo, por lo cual su formación es prioritaria y esencial. Estamos viviendo en un mundo globalizado, donde impera la información como un aporte de desarrollo, valioso por las personas, instituciones, países, etc., esta es producida automáticamente por el computador, convirtiéndose en conocimiento y luego en sabiduría. En la educación el uso de tecnologías es obligatorio y transcendente, donde los roles del estudiante, del docente y de la institución educativa se han modificado estructuralmente.

This article analyses how the concept of citizenship is addressed in 15 Peruvian cybermedia platforms and how Internet users use this term on the basis of the information published, in order to know the semantic coincidences and differences in media and public agendas. This research was carried out using a mixed method which combines the classical analysis of news’ content, computer analysis of users’ comments and interviews. Among findings validated by media journalists, the little attention paid by platforms to citizens is highlighted, as well as the divergence between the approaches of the senders and users. Some solutions to the abovementioned misunderstanding in this field of unquestionable public interest that affects both public debate and the development of citizens who are aware of their roles in society are proposed.

The objective was to describe the conditions in which the classes were held once the confinement for non-essential activities was declared. A descriptive, cross-sectional methodology was used with a hermeneutic approach. A questionnaire was applied to a sample of 357 members of the Health Sciences student body of the Universidad Juárez Autónoma de Tabasco, Mexico, in May 2020. Semi-structured interviews were also conducted. In the results, it was identified that the student body had an Internet connection (87.1%), smartphones (82.5%), and a laptop (75.8%). The student body's activities were elaborating slides for presentations in class (78.8%) and reading in their textbooks (67.5%). The activities of the teaching staff were to comment at the end of the presentations (58.9%), and they requested the search for information for the elaboration of texts (61.8%). The student body mentioned t...