17
Número 11 /
AGOSTO, 2020
(17-30)
José Castellano; Kelly Loaiza; Ángel Fajardo; Estela Joubert
Recibido:
09/03/2019
Aceptado:
23/07/2019
Número 11 /
AGOSTO, 2020
(17-30)
INFORMATION AND COMMUNICATION
TECHNOLOGIES IN THE NATIONAL
UNIVERSITY OF EDUCATION OF
ECUADOR
TECNOLOGÍAS DE LA INFORMACIÓN Y
COMUNICACIÓN EN LA UNIVERSIDAD
NACIONAL DE EDUCACIÓN DE
ECUADOR
DOI:
https://doi.org/10.37135/chk.002.11.01
Artículo de Investigación
José Manuel Castellano Gil
jmcaste@yahoo.es
Indoamerican Technological University,
College of Education.
Quito, Ecuador
ORCID:
https://orcid.org/0000-0002-7044-6564
ORCID:
https://orcid.org/0000-0002-3245-8548
Ángel B. Fajardo
abfajardo@unae.edu.ec
Associate researcher.
Cuenca, Ecuador
ORCID:
https://orcid.org/0000-0002-9463-1115
Estela Joubert
estelajr2@gmail.com
Associate researcher.
Tenerife, Spain
ORCID:
https://orcid.org/0000-0003-3921-6514
18
Número 11 /
AGOSTO, 2020
(17-30)
INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE NATIONAL UNIVERSITY OF EDUCATION OF ECUADOR
Número 11 /
AGOSTO, 2020
(17-30)
Abstract
This study is a partial advance of ongoing research whose main objective
is the creation, contribution, and analysis of cultural indicators in the
Ecuadorian university context. This work focuses specifically on providing
a series of indicators on the equipment, use, and consumption of the TIC
of students of the National University of Education of Ecuador (UNAE).
The methodology used is the quantitative of descriptive-analytical order,
based on the data collected in a survey applied on a population sample,
made up of 438 students of the total universe between the different
careers and cycles offered by the UNAE. The sample has a margin of 95%
reliability and an error of 5%. The obtained results showed a high level of
equipment, use, and consumption of the different technological devices.
Also, this university population spends daily hours in academic and free
time activities in cellphones, television, videos, and internet.
:
Keywords: Cultural indicators, ICT, university, cultural equipment.
Resumen
El presente estudio es un avance parcial de una investigación en curso
que tiene por objeto principal la creación, contribución y el análisis de
indicadores culturales en el contexto universitario ecuatoriano. Este
trabajo se enfoca específicamente en proveer una serie de indicadores
sobre el equipamiento, uso y consumo de las TIC de los estudiantes de la
Universidad Nacional de Educación de Ecuador (UNAE). La metodología
usada es de orden cuantitativo/descriptiva, a partir de los datos recolectados
en una encuesta aplicada a una muestra compuesta de 438 estudiantes del
total del universo entre las diferentes carreras y ciclos ofertados por la
UNAE. La muestra tiene un nivel de confianza del 95% y un 5% de margen
de error. Los resultados obtenidos muestran un alto nivel de equipamiento,
uso y consumo de diferentes dispositivos tecnológicos. También, esta
población universitaria usa su tiempo en actividades académicas y de ocio
con su celular, televisión, videos e internet.
Palabras clave: Indicadores culturales, TIC, universidad, equipamiento
cultural
INFORMATION AND
COMMUNICATION
TECHNOLOGIES IN THE
NATIONAL UNIVERSITY
OF EDUCATION OF
ECUADOR
TECNOLOGÍAS DE
LA INFORMACIÓN
Y COMUNICACIÓN
EN LA UNIVERSIDAD
NACIONAL DE
EDUCACIÓN DE
ECUADOR
19
Número 11 /
AGOSTO, 2020
(17-30)
José Castellano; Kelly Loaiza; Ángel Fajardo; Estela Joubert
INTRODUCTION
The search for cultural indicators has a broad
trajectory since the mid-twentieth century through
the impulse given by international organizations
and government institutions. In recent decades,
the objective has been widely developed in several
Latin American countries. However, Ecuador is
one of the territorial entities that still lacks its own
indicators, studies, and analysis of the cultural
sector.
In any case, there are two works made up to the
present: the Latin American Survey of cultural
habits and practices 2013, prepared by the
Organization of Ibero-American States, based on
the work of the Ibero-American Observatory of
Culture (OIBC) with the collaboration of Latino
Barómetro, that collects a sample about Ecuador;
and the analysis of habits and cultural practices in
the Machala canton 2014, capital of El Oro.
From anotheranalytical setting, thereisanextensive
bibliographic repertoire on cultural topics based
on theoretical-methodological constructions and
empirical research from the classical contributions
of the Center for Contemporary Cultural Studies in
Birmingham and the Bourdieu’s studies. While in
the Latin American social sphere, the contributions
of Canclini (2006) and Sunkel (2006) should be
referenced, among others.
In recent years, the interest in this object of study
has been transferred to the university context with
the studies of Ben (2006) and De Garay (2016),
although their productions are still scarce. In any
case, the great majority of these contributions
focus on specific and particular aspects with
different objects and approaches.
Regarding territorial studies developed in
university contexts, we need to highlight the
significant contributions made in Mexico by
Rosas (2002), also in Flores et al. (2009), Bañales
(2014) and, to a lesser extent, studies that have
been made on university population in Chile by
Güell, Morales and Nuñez (2011); Colombia by
Arango, Castañeda and Ramírez (2016); and Cuba
by Gómez, Riverón, Griñan, León and Yarenis
(2017) among others.
In terms of their analysis topics, they address
almost exclusively to the consumption of new
technologies through the studies of Aguilar-
Barceló and Ramírez-Angulo (2006); Hinojosa-
Córdova and Silva-Corpus (2008); Santamaría and
Yurén (2010); Pini, Musanti, Kaufman and Amaré
(2012); Osorio, Molero, Pérez and Mercader
(2014); Fernández-Villa et al. (2015); Sanvicén
and Molina (2015); Casillas, Ramírez and Ortega
(2016); Gisbert and Esteve (2016); López (2016);
Romero-Rodríguez and Aguaded (2016); Ruano,
Congote and Torres (2016); Paspuel and Palacios
(2018) and Rojas, Jiménez-Fernández and
Rodríguez (2018).
This line of research in the university field has
not had an impact on the Ecuadorian scientific
production until now; therefore, justifies this study
as part of a larger project that aims to provide data
on cultural habits and practices in the Ecuadorian
university context. In addition, these indicators do
not only outline the profile of the student but can
also contribute to a process of integral formation
and may also provide valuable information to the
institution when making decisions in the design of
its cultural offer as indicated by Hinojosa-Córdova
and Silva-Corpus (2008) and Flores et al. (2009).
METHODOLOGY
This research is aimed to obtain indicators and
evaluation of the main consumption, habits,
and cultural practices of university students of
the UNAE, this constitutes the main objectives
of the research. Its theoretical foundation rests
on the initial framework proposed by Canclini
(2006) and Bigott (2007), although bearing in
mind the socio-historical changes generated from
the new forms and ways of consumption derived
from the incorporation and development of new
20
Número 11 /
AGOSTO, 2020
(17-30)
INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE NATIONAL UNIVERSITY OF EDUCATION OF ECUADOR
technologies.
From this perspective, previous conceptualizations
are necessary. In the first place, this process of
appropriation and use of technological and cultural
devices are not conceived from an economic
perspective, but from the construction of meanings
that can decipher social behaviors. On the other
hand, a habit is understood as the frequent cultural
behavior of some cultural activities, which should
not necessarily be associated with the practice of
such activities while the concept practice is used
for specific sectors such as recorded music, video,
television, radio, computer, and the Internet.
Generally, we investigate to know different
periods in order to estimate the frequency of the
habit without this indicating its practice, as we
have already mentioned. While a specific cultural
activity carried out in a certain period, intensity,
that is, how many times or how much time is
dedicated to it, is conceived as a cultural practice.
The methodology used is quantitative of
descriptive-analytical order, based on the data
collected in a survey applied on a population
sample, made up of 438 students between the
different careers and cycles offered by the UNAE.
A proportional stratified sampling made the
selection of the population of the undergraduate
students of the five careers of the National
University of Education corresponding to the
period September-February 2018 with a margin of
95% reliability and a 5% error.
The sample amounted to 438 students, and its
selection responded to the distribution by gender
in the total enrollment of the university, 63%
female 37% male. The groups corresponded to the
five undergraduate courses and the subgroups of
the different cycles: Basic Education (six cycles),
Intercultural Bilingual Education (six cycles),
Initial Education (six cycles), Special Education
(four cycles) and Education in Experimental
Sciences (two cycles). Each degree presents a
different amount of population; therefore, the
selected sample responded to that characteristic.
In Basic Education, 234 students were selected,
in Initial Education 78, in Intercultural Bilingual
Education 50, in Special Education 53 and
Experimental Sciences 26.
From the practical point of view, the
methodological - technical considerations
contemplated in the various surveys prepared by
the Ministry of Education, Culture and Sport of
Spain, the Ibero-American Observatory of Culture
and the Satellite Accounts of Culture have been
studied and incorporated. The result of this process
has been the design of a base instrument adapted
and contextualized to the university scenario,
which has been subjected to a pilot test procedure
and continuous checking.
The applied survey is structured in three general
modules (students’ identification data, cultural
facilities and interest in cultural activities), and
twelve sectorial modules (museums, art galleries,
archives, arts and craft fairs, House of Culture,
monuments, archaeological sites, reading and
library, ballet or dance, opera and theater, concerts
of classical and modern music, film and video,
music, television, radio, computer and Internet,
use of free time practices related to leisure and
culture, and finally, a section dedicated to the
cultural actions and programs deployed by UNAE
and to the participation and interest of the student
population.
In the specific case of the essential aspects
addressed in this work, it has been tried to detect
the availability by the students of the supports
and typologies related to the new technologies
(computer, the Internet and cellular phones, etc.)
as well as to probe their use, characteristics,
frequency and intensity of temporary habit,
motives, preferences and tastes, habit of the
different modalities of acquisition, time allocated
to those activities, etc.
The data collection was carried out through a
survey that contained 194 questions distributed
in fifteen sections, referring to cultural habits and
practices. The questions corresponding to ICT
amounted to 39, which are distributed in all the
sections.
The survey was applied face-to-face and online,
through the Google Forms platform and carried
21
Número 11 /
AGOSTO, 2020
(17-30)
José Castellano; Kelly Loaiza; Ángel Fajardo; Estela Joubert
out in the computer labs of the University, with
the assistance of the members of the research
team. The reference period for collecting the
information was carried out during February
2018. The intervention was carried out in cycles,
and the students responded to the survey in an
approximate time of 30 to 40 minutes.
CHARACTERIZATION OF THE
UNAE STUDENT POPULATION
ANALYZED
The different characteristics of the surveyed
students are in direct consonance with the totality
of the UNAE university population. From the
point of view of territorial origin there is a
predominance of the provinces of Azuay (56%)
and Cañar (24%). While the rest of the seventeen
provinces represented contribute with scarcely
relevant indexes (Table 1).
In terms of gender distribution, the presence of
women stands out (63%) compared to men (37%).
With respect to the age groups, the established
classification shows that a little more than ¼
of the students have advanced ages related to
the common age of the university students in
correspondence to the cycles they attend. Thus,
71% are grouped between 18 and 22 years; 22%
between the ages of 23 and 27; 5% between the
ages of 28 and 32; 1.4% between 33 to 47 years
old; and 1% has more than 38 years.
The configuration of the marital status reflects a
majority of single (90%) as opposed to married
(6%), free union and separated 2% respectively.
However, 13% of students have family
responsibilities, 10% are parents of a child, 2%
are parents of two children and 0.5% have three
children.
From ethnic self-recognition, 96% define
themselves as mestizos, 2% indigenous, 1%
montubio and 1% afro-Ecuadorians.
Table 1. Provincial distribution of the analyzed universe of the students of the
National University of Education of Ecuador (in percentages).
Provincial
Percentages
Azuay
55,3
Bolívar
,2
Cañar
23,7
Chimborazo
,9
Cotopaxi
,5
El Oro
1,6
Esmeraldas
,5
Guayas
2,7
Imbabura
1,6
Loja
2,7
Los Ríos
,7
Manabí
1,4
Morona Santiago
,7
Napo
,7
Pichincha
4,8
Santa Elena
,5
Santo Domingo de los Tsachilas
,5
Sucumbíos
,7
Tungurahua
,5
Total
100,0
Source: Researchers
22
Número 11 /
AGOSTO, 2020
(17-30)
INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE NATIONAL UNIVERSITY OF EDUCATION OF ECUADOR
In relation to the classes they attend, we must
point out that 53% are enrolled in Basic General
Education, 18% in Initial Education, 12% in
Special Education, 11% in Intercultural Bilingual
Education and 6% in Education. Experimental
sciences. And since its distribution by semester
cycles, 34% correspond to the first cycle, 20% to
the second, 18% to the third, 10% to the fifth, and
9% respectively to the fourth and third cycle.
It should also be noted that 75% of the students
surveyed have scholarship grants awarded by the
University itself and the Institute for the Promotion
of Human Talent. Finally, 62% of the students
analyzed are in a state of family dependence and
80% are in the most precarious quintiles (see
figure 1).
Source: Own Elaboration
Figure 1: Distribution by level of income of the analyzed group of students of the National University
of Education of Ecuador (in percentages).
23
Número 11 /
AGOSTO, 2020
(17-30)
José Castellano; Kelly Loaiza; Ángel Fajardo; Estela Joubert
RESULTS AND DISCUSSION
The analysis of the data obtained is divided into
two sections: one related to the technological
equipment (see figure 2) available to students and
a second on the use of them (see figure 3).
Source: Researchers
Figure 2: Percentage distribution of technological equipment of the students of the National
University of Education of Ecuador.
Source: Researchers
Figure 3: Percentage distribution of use and consumption of radio, press among the students of the
national University of Ecuador.
24
Número 11 /
AGOSTO, 2020
(17-30)
INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE NATIONAL UNIVERSITY OF EDUCATION OF ECUADOR
TECHNOLOGICAL EQUIPMENT
INTERNET
The majority of tested students have Internet
access (92%), although more than half of them
do not have a mobile data plan (internet) and only
15.1% have this service, 9.4% women and 5.7%
men.
COMPUTER
36.1% of university analyzed students have a
desktop computer and 84.7% have a laptop. These
data reflect that a significant percentage of students
have both devices.
SOFTWARE
24.9% Of these young people have digital book
readers and 52.7% have digital music devices.
With regard to the availability of specialized
software supports, 30.1% have editing and video
programs, followed by educational programs
(26.5%). Both types of software are distributed in
similar proportions between genres. In third place
we find the game programs with 22.1%, with a
differentiated distribution between males (23.3%)
and females (13.9%).
BOOKS AND DIGITAL
ENCYCLOPEDIAS
More than 3/4 of the university students have books
in digital format (75.6%) and a little more than 1/4
(27.2%) of their own digital encyclopedias.
CELL PHONE
Almost all of the analyzed student population
has a cell phone (96%) and a high percentage
has a smartphone (70%). With respect to the
cost of acquiring smart telephony, it can be seen
that it is females (14.4%) who make the biggest
investment in these devices, between 200-299
dollars, compared to males (10.5%), which ranges
from 100 to 199 dollars. Regarding the monthly
cost in cellular telephony, the range of 0 to 19
dollars predominates, both in males (35.2%) and
in females (25, 3%).
USE AND CONSUMPTION
OF INFORMATION AND
COMMUNICATION MEDIA
PRESS AND CULTURAL MAGAZINES
63% Of the analyzed university students are
press or magazine readers, distributed in 42%
of women and 21% of men. The frequency of
reading general information press, both paid and
free on the Internet, is a daily 13%; 15% only on
weekends; 19% at least once a week; 9% at least
once a month; 4% at least once a quarter; 3% at
least once a year; and 2% never or almost never.
The frequency of reading sports press, both free
and paid on the internet, is 10% daily; 8% only on
weekends; 12% at least once a week; 10% at least
once a month; 6% at least once a quarter; 5% at
least once a year; and 12% never or almost never.
In contrast, the frequency of cultural magazine
reading reaches a rate of 4% daily; 12% only on
weekends; 16% at least once a week; 15% at least
once a month; 7% at least once a quarter; 6% at
least once a year; and 2% never or almost never
(see figure 4).
The way they obtain or acquire the press or
magazine readings in the last month in free paper
format, the information press (16%), the sports
press (3%), cultural reviews (9%), other journals
(6%).
The press sections most read every day are those
about culture (17%), science and technology
(15%), TV critic (7%), music critic (5%), film
critic (3%) and critics of art and exhibitions (2%).
Regarding the disbursement made in the purchase
of newspapers in the last year, 50% spent between
0 to 20 dollars; 8% between 21 to 30 dollars;
3% between 31 to 40 dollars; and 2% more than
51 dollars. While with regard to spending on
magazines in the last year, 55% between 0 to 20
dollars; 6% between 21 to 30 dollars; 2% between
31 to 40 dollars, 1% between 41 to 50 dollars.
25
Número 11 /
AGOSTO, 2020
(17-30)
José Castellano; Kelly Loaiza; Ángel Fajardo; Estela Joubert
Source: Researchers
Figure 4: Percentage distribution of frequency of use and consumption of general information press,
sports press, cultural magazines, radio and television.
RADIO
61% Of students usually listened to the radio,
distributed among 37% females 23% of males. Of
which 28% with a daily frequency; 26% at least
once a week; and 7% at least once a month. 47% of
the university students surveyed dedicate between
one to two hours a day to listen to the radio from
Monday to Friday; 8% between three to four hours
a day; 4% between five to six hours a day; and 2%
more than six hours a day.
With regard to the most listened radio programs,
the musical ones stand out (27%), news and
information (12%), entertainment programs
(8%), music concerts (6%), sports (3%) cultural
programs (1 %) and gatherings (1%) (see figure
5).
TELEVISION
72% Of the examined population tends to watch
TV, 46% of women and 26% of men. With respect
to the female gender, 21% do it with a daily
frequency and 20% at least once a week. While
it’s 13% of men with a daily frequency and 10%
at least once a week. The most used media to
watch TV are television (80%), computers (14%),
cell phones (5%) and tablets (1%). With regard
to the time they spend watching TV every day
from Monday to Friday, 54% spend from one to
two hours; 14% between three to four hours; 3%
between five to six hours; and 1% more than six
hours. While on weekends, 36% spend between
one and two hours; 27% between three and four
hours; 6% between five and six hours; and 2%
more than six hours (see Figure 6).
In relation to the television offer, their preferences
are movies (24%), series and novels (17%), sports
(8%), entertainment programs (7%), news and
information (5%), children’s programs (4%),
documentaries (4%) and music concert (1%). And
as for how often you watch TV, 34% do it daily,
30% at least once a week, 5% at least once a month
and 2% never or almost never.
26
Número 11 /
AGOSTO, 2020
(17-30)
INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE NATIONAL UNIVERSITY OF EDUCATION OF ECUADOR
Source: Researchers
Figure 5: Percentage distribution of the press and radio, television and video programs among of the
National University of Education of Ecuador.
Source: Own Elaboration
Figure 6: Percentage distribution of the number of daily hours devoted to the consumption of radio,
television and smartphone.
27
Número 11 /
AGOSTO, 2020
(17-30)
José Castellano; Kelly Loaiza; Ángel Fajardo; Estela Joubert
PHONES
21.7% Of university students tested devote
between three and four hours a day to the use
of the smartphone, 19.6% more than six hours
and 16.9% between five and six. This time is
distributed almost equally between academic
activities (67.8%) and social networks (69.6%)
(see Figure 6).
Among the activities of leisure and free time made
through the cell phone, we should highlight taking
pictures or videos (92.9%) and listening to music
(74.9%). While these rates are below 50% related
to other activities such as viewing videos, in terms
of television and radio, we can state that 71.2% of
the population watches television and 61% listens
to the radio. However, those same activities carried
out through the cell phone are rated below 10%.
INTERNET
The majority of students (96.80%) connect to the
internet daily. The activities of leisure and free time
made through this media are reduced to viewing
videos and listening to music. 86.3% consume
videos, 50% through streaming service and 36.3%
illegally on the internet. Regarding music, 85.2%
make downloads for free over the Internet. And
with respect to the acquisition of books, 58.2%
do so through the Internet, distributed in free
download (28.8%), download with payment
(14.8%) and online shopping (14.6%).
COMPUTER
The use of the computer for study purposes,
under a daily frequency, is the majority (91.1%)
compared to daily use for other reasons (60%).
While a lower percentage (35.4%) is at least once
a week.
47.3% of the university students analyzed acquired
a computer in the last year, of which 34.5% did it
for reasons of studies and 12.8% for other reasons.
So, the purchase of this device is predominantly
due to academic needs.
Regarding leisure and free time activities carried
out through the computer, watching videos
(42.2%) and television (19.6%) stand out while
the indexes of other activities, such as listening to
music and radio, are below 5%.
VIDEOS
100% of university students tend to watch videos,
63% of women and 37% of men, with a daily
frequency of 77%. As for its themes, they watch
musicals (31%), series (23%), documentaries
(15%) and educational programs (5%). Among
the equipment used to watch them, the cell phone
stands out (47%), the computer (42%) and the
tablet (3%). The videos are mainly obtained from
the internet illegally (50%), through streaming
service (6%) and in video stores (5%).
THE TECHNOLOGICAL RESOURCES
IN LIBRARIES
63% of the analyzed university students accessed
a library online in the last quarter, 14% in the last
year, 6% more than a year ago and 17% never or
almost never. In terms of the number of times they
access a library online, 47% do it from one to ten
times; 19% between eleven and twenty times; 3%
between twenty-one to thirty, 6% between forty-
one to fifty.
82% of university students use the technological
resources of the UNAE library, 11% with a daily
frequency; 42% at least once a week; 21% at least
once a month; and 8% at least once a year.
26% of university students access digital
databases, 3% with a daily frequency; 9% at least
once a week; 9% at least once a month; and 5% at
least once a year.
28
Número 11 /
AGOSTO, 2020
(17-30)
INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE NATIONAL UNIVERSITY OF EDUCATION OF ECUADOR
CONCLUSIONS
The student body of the National University
of Education of Ecuador owns a very high
technological equipment, led by the cell phone
and followed by the internet and laptop. This
ownership (acquisition) of the new technological
devices seems not to be conditioned by the
individual and family socioeconomic situations,
since 82% of the university students are assigned
to the most precarious social segments in family
income (56% in quintile 1 and 26% in quintile 2).
The new technological devices are the main
information and communication tools of UNAE
students and a common feature is the high number
of hours devoted to the use of videos, internet,
cellular and television, both daily and weekly.
Likewise, there is a general balanced tendency
among genders, as well as an almost proportional
distribution in the use of these devices for academic
tasks as well as social networks.
DECLARATION OF CONFLICTS OF
INTEREST:
The authors declare no conflict of interest.
BIBLIOGRAPHIC REFERENCES:
Aguilar-Barceló, J. & Ramírez-Angulo, N. (2006).
Hábitos de consumo de las tecnologías de
información en los estudiantes universitarios
de Tijuana. Munich Personal RePEc archive
(57), 1-17. Retrieved from https://mpra.
ub.uni-muenchen.de/4718/
Arango, A., Castañeda, L. & Ramírez, L.
(2016). Prácticas culturales que realizan
mediante las tecnologías de la información
y la comunicación los estudiantes de
la Universidad Católica de Manizales
(Bachelor´s thesis, Universidad Católica
de Manizales, Manizales, Colombia).
Retrieved from http://repositorio.ucm.edu.
co:8080/jspui/bitstream/handle/10839/1285/
Ana%20Maria%20Arango%20Aristizabal.
pdf?sequence=1&isAllowed=y
Bañales, F. (2014). Estudio sobre hábitos
de consumo cultural y musical en
estudiantes de la Universidad Autónoma
de Chihuahua (México) (Doctoral thesis,
Universidad de Granada, Granada, España).
Retrieved form http://digibug.ugr.es/
bitstream/handle/10481/34011/23075193.
pdf?sequence=1&isAllowed=y
Ben, J. (2006). Sistema de indicadores culturales
de las universidades andaluzas. Andalucía:
Dirección General de Universidades de la
Consejería de Innovación, Ciencia y Empresa
de la Junta de Andalucía.
Bigott, B. (2007). Consumo cultural y
educación. Revista de Investigación, 31(61),
85-120. Retrieved from http://www.redalyc.
org/pdf/3761/376140375004.pdf
Canclini, N. (2006). El consumo cultural: una
propuesta teórica. El consumo cultural en
América Latina. Construcción teórica y líneas
de investigación (Segunda ed.). Colombia:
Convenio Andrés Bello.
Casillas, M., Ramírez, A. & Ortega, J. (2016).
Afinidad tecnológica de los estudiantes
universitarios. Innovación educativa,
16(70), 151-175. Retrieved from http://
www.scielo.org.mx/scielo.php?pid=S1665-
26732016000100151&script=sci_
arttext&tlng=en
De Garay, A. (2016). La integración académica
y cultural a la universidad de los jóvenes
universitarios. Un modelo de análisis y la
implementación de políticas institucionales.
Congresos CLABES, 1-12. Retrieved from
https://revistas.utp.ac.pa/index.php/clabes/
article/view/925/951
Fernández-Villa, T., Alguacil, J., Almaraz,
A., Cancela, J., Delgado-Rodríguez, M.,
García-Martín, M., ... & Valero-Juan, L.
(2015). Uso problemático de internet en
estudiantes universitarios: factores asociados
y diferencias de género. Adicciones, 27(4),
265-275. Retrieved from http://www.redalyc.
29
Número 11 /
AGOSTO, 2020
(17-30)
José Castellano; Kelly Loaiza; Ángel Fajardo; Estela Joubert
org/pdf/2891/289143390004.pdf
Flores, M., Cárdenas, L., Hernández, M., Román,
M., Stadthagen, H. & González, A. (2009).
El consumo cultural de los estudiantes de la
UAEMEX. Una aproximación. Tiempo de
Educar,10(20),417-443.Retrievedfromhttp://
www.redalyc.org/html/311/31112987006/
Gisbert, M. & Esteve, F. (2016). Digital Leaners:
la competencia digital de los estudiantes
universitarios. La cuestión universitaria, (7),
48-59. Retrieved from http://polired.upm.
es/index.php/lacuestionuniversitaria/article/
view/3359/3423
Gómez, S., Riverón, K., Griñán, M., León, M.
& Yarennis, D. (2017). Prácticas culturales
en jóvenes universitarios cubanos. Revista
Trilogía, 9(16), 101-111. Retrieved from
https://revistas.itm.edu.co/index.php/trilogia/
article/view/177/183
Güell, P., Morales, R. & Núñez, T. (2011).
Tipología de prácticas de consumo cultural
en Chile a inicios del siglo XXI: mismas
desigualdades, prácticas emergentes,
nuevos desafíos. Universum, 26(2), 121-
141. doi: http://dx.doi.org/10.4067/S0718-
23762011000200007
Hinojosa-Córdova, L. & Silva-Corpus, R. (2008).
La importancia de la difusión cultural en la
educación, consumo y prácticas culturales de
la comunidad universitaria de la Universidad
Autónoma de Nuevo León. Question, 1(19).
Retrieved from https://perio.unlp.edu.ar/ojs/
index.php/question/article/view/639
López, A. (2016). Estudiantes universitarios
y apropiación de Internet. Formas de
participación en la región novena del
Conurbano bonaerense. En XX Jornadas
Nacionales de Investigadores en
Comunicación:” Territorios, contextos
y perspectivas: La comunicación en la
Argentina del Bicentenario. Retrieved
from http://redcomunicacion.org/wp-
content/uploads/2017/08/L%C3%B3pez-
Adri%C3%A1n-Estudiantes-universitarios-
y-apropiaci%C3%B3n-de-Internet.-
Formas-de-participaci%C3%B3n-en-la-
regi%C3%B3n-novena-del-Conurbano-
bonaerense.pdf
Osorio, M., Molero, M., Pérez, M. & Mercader,
I. (2014). Redes sociales en internet y
consecuencias de su uso en estudiantes
universitarios. International Journal
of Developmental and Educational
Psychology, 3(1). doi: http://dx.doi.
org/10.17060/ijodaep.2014.n1.v3.539
Paspuel, E. & Palacios, P. (2018). Los estudiantes
de la Universidad Politécnica Estatal del
Carchi (UPEC) y el uso de plataformas
digitales para el acceso a la información,
eventos y noticias (Bachelor´s thesis,
Universidad Técnica del Norte, Ibarra,
Ecuador). Retrieved from http://repositorio.
utn.edu.ec/handle/123456789/7756
Pini, M., Musanti, S., Kaufman G. & Amaré,
M. (2012). Consumos culturales digitales:
jóvenes argentinos de 13 a 18 años. Buenos
Aires: Educ.ar S.E.
Rojas, G., Jiménez-Fernández, S. & Rodríguez,
R. (2018). Gestión del tiempo y uso de las
TIC en estudiantes universitarios. Píxel-Bit.
Revista de Medios y Educación, (53), 109-
121. Retrieved from https://recyt.fecyt.es/
index.php/pixel/article/view/63143
Romero-Rodríguez, L. & Aguaded, I. (2016).
Consumoinformativoycompetencias digitales
de estudiantes de periodismo de Colombia,
Perú y Venezuela. Convergencia, 23(70), 35-
57. Retrieved from http://www.
scielo.org.mx/scielo.php?script=sci_
arttext&pid=S1405-14352016000100035
Rosas, A. (2002). Los estudios sobre consumo
cultural en México. In D. Mato (coord.).
Estudios y Otras Prácticas Intelectuales
Latinoamericanas en Cultura y Poder (pp
255-264). Caracas: Consejo Latinoamericano
de Ciencias Sociales (CLACSO) y
CEAP, FACES, Universidad Central
de Venezuela. Retrieved from http://
observatoriocultural.udgvirtual.udg.mx/
repositorio/bitstream/handle/123456789/356/
30
Número 11 /
AGOSTO, 2020
(17-30)
INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE NATIONAL UNIVERSITY OF EDUCATION OF ECUADOR
RosasM_Estudios_consumoCultural_Mex.
pdf?sequence=1&isAllowed=y
Ruano, L., Congote, E. & Torres, A. (2016).
Comunicación e interacción por el uso de
dispositivos tecnológicos y redes sociales
virtuales en estudiantes universitarios. RISTI-
Revista Ibérica de Sistemas e Tecnologias de
Informação, (19), 15-31. doi: http://dx.doi.
org/10.17013/risti.19.15-31
Santamaría, D. & Yurén, T. (2010). Cultura digital
en estudiantes universitarios: primera fase
de un estudio de caso. In Congreso Euro-
Iberoamericano de Alfabetización Mediática
y Culturas Digitales. Congreso llevado a cabo
en Universidad de Sevilla, Sevilla, España.
Retrieved from https://idus.us.es/xmlui/
bitstream/handle/11441/56791/cultura_
digital_en_estudiantes_universitarios._
primera_fase_de_un_estudio_de_caso.
pdf?sequence=1&isAllowed=y
Sanvicén, P. & Molina, F. (2015). Efectos del
uso de Internet como fuente principal de
información. Prismasocial, (15). Retrieved
from https://dialnet.unirioja.es/descarga/
articulo/5427587.pdf
Sunkel, G. (Ed.). (2006). El consumo cultural en
América Latina: construcción teórica y líneas
de investigación. (Segunda ed.). Bogotá:
Convenio Andrés Bello.