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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]

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The paper Productive Development vs. Technological Innovation in Sugar Agroindustry. Cienfuegos Case Study 1980-2005 period, was aimed assessing the innovative processes behavior that was carried out in the sugar production in Cienfuegos province from 1980-2005. A non-experimental explanatory research was structured using as main methods the documents analysis and structured interview to different people who were working in this industry while the study was conducted. The introduction of scientific results became sensitive. As a result, the list of the main introduced result, and the institutional behavior in this process was obtained. In conclusion, the lack of a business vision about the transformative role of the use of science and knowledge, as well as the lack of an objective analysis of the reasons and purposes of the scientific results to be introduced were evident; so was the absence of well-founded demands for the introduction of science and technology. In addition, the lack of objectivity showed by users when providing reference and remuneration to scientific results, which are discarded without a rigorous analysis of what the reasons were, was also appreciated. [ABSTRACT FROM AUTHOR]