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There is no doubt that the use of information and communication technologies (ICT) in the teaching-learning process continues to be a fundamental topic for research. From the educational perspective of the universities, the use of ICT has become innovative teaching-learning processes, reorganizing their academic activities from face-to-face to virtual ones. The purpose of this article is the analysis of the incorporation of ICT resources and tools by teachers, through training and seminars that were stipulated within a development plan for improving and developing digital skills in the professional knowledge of university teachers. It is a descriptive study, with a non-experimental and field design. The personal survey technique was used. The research focuses on the strategies used by the University of La Guajira to provide training in the use and application of ICT to its professors from different faculties. Achieving an impact on the linking of innovative ICT resources and tools in educational development results in the improvement on the quality of higher education. These tools facilitate the establishment of personal and professional development dynamics at the didactic, pedagogical and investigative level, promoting the effective educational use of ICT. [ABSTRACT FROM AUTHOR]

The purpose of this article is to analyze the factors that determine the difficulties of incorporating ICT in the classrooms of educational institutions in the city of Riohacha - La Guajira. It is a descriptive type of study, with non-experimental and field design, used the technique of personal survey, field work and observations within educational facilities. The results of the analysis conclude that the problems for this incorporation come fundamentally from the formation of teachers, the infrastructure that the classrooms must have and the level of management of tools that the teacher must acquire for the society in which we find ourselves. On the other hand, there are not enough economic resources for the acquisition, maintenance, and continuous training in ICT, which makes many teachers refuse to use new educational technologies. [ABSTRACT FROM AUTHOR]