How digital literacy is seen in university professors: A challenge for contemporary university

Abstract

A pedagogical analysis is presented on digital literacy importance for university professors. For this, Theoretical methods as analysis and synthesis, induction-deduction were used. They allowed to determine using documentary analysis as empirical method some contributions that were to be considered when producing working programs in universities and higher education institutions; a basic foundation, the term conceptualization and the branches analysis which comes up when the professor uses the information and communication technologies in his
daily teaching practice.