Main Article Content
One of the most efficient strategies related to generation of differentiation factors which contribute to stability and sustainability in time as well as the momentum of technological development in different territories is represented by the growth in scientific, technological and innovative development based on the structure of economic systems. Education is considered a fundamental element because it is the essence in the formation and fortification of the capacities, skills and competencies in human capital. This is needed for the management of research projects, development and innovation that will contribute to technology transfer and the progress of scientific knowledge that is encouraged from the inside of the organizational structures of the national economic sectors
One of the most influential and conceptual tendencies of economic thinking in the countries (Gomez, Ibagón& Forero, 2014) are represented by the theories based on endogenous development in Latin America. In addition, the scientific development of a nation brewing from a process of internal learning and strengthening of the technical and technological capabilities that support the processes of education and research as generators of knowledge (Amar &Diazgranados, 2006), this principle is supported by Mazzucato´s (2014) theory, who considers states as capable of generating a platform for enabling capabilities of resources for the scientific and technological development entrepreneurs ;fact that are continuously supported by education.
Starting from this series of concepts, the following question arises: do different levels of modern educational institutions use technological access? It must be taken into account that the scientific and technological progress results of the research, development and innovation (RDI) is not indifferent for educational organizations, an activity that is mostly awarded to the universities and technological development centers (Ortiz, 2012). It is undeniable that the role of technology in a society has been a motivating element of downsizing of social coexistence, which promotes knowledge through the easy access to information and knowledge This principle is supported in education, by evidences such as: curricular content virtualization or the educational offer. The teaching practice in classroom supported with multimedia resources and the disruptive in [H1] teaching-learning methodologies, based on an integrating framework of information technologies with teaching and research (Sandoval, 2011).
It is valid that the organization of classrooms in different levels of training, must be related to the technological component, before the scenarios for education represented by the twenty-first century; the new generations have already so almost innate skills for the use of the technology, so that interaction with this component is increasingly simple based on Prensky (2001); In addition, to the academic processes and collaborative work in classroom facilitation, this fact allows the educational projects in the institutions planning and direction (Corner, 2015).
It can be said, the degree of technology incorporation in education has also strengthened the pedagogical models by which the students knowledge is transferred and assesses, this principle generates different spaces of learning characterized by promoting the critical skill, thought disruptive and collaborative work, as well as empowerment with the educational process, encouraging self-management and commitment in the students
Based on education and humanism journal in its 18 years of academic career and research through the academic praxis and research activities of the scientists who believe that a space of transcendent knowledge sharing has been co-created in order to facilitate an adequate transfer of universal knowledge resulting from the science, technology and innovation activities, generated and implemented in the institutions of higher education through the substantive functions of teaching, research, extension and social projection.
Remarkable the participation of Ibero Americano countries such as: Spain, Mexico, Venezuela, Paraguay and Colombia is remarkable and results of the investigative exercise and thought are generated in different realities which are analyzed during the investigative process and presented by its own researchers: Through education, highlighting the contribution of the activity of scientific research, with technological transfer to the productive sector and the community in general, it provides the educational discipline in the relationship of the universities and centers of technological development as allies of the innovation ecosystems in the different Iberoamerican territories.
Different articles of specific lines of research will analyze and reflect on education and humanities scenarios , that exposed the role of technology within the processes, as well as the educational strategies that emerge in the interests of ensuring the highest quality in the academy, tacitly or explicitly, in order to generate the relevant contributions that the contemporary world demanded to social institutions, are shared in this Educación y Humanismo journal edition.