Information and Communication Technologies: Alternative for the teaching of Statistics in Higher Education

Abstract

Introduction. The improvement of the teaching-learning process in Higher Education continues to be a point of constant reflection. The teaching of Statistics given its characteristics is a subject of recurrent analysis, debate and reflection. Objective. Reflect on the importance of Information and Communication Technologies, as a timely alternative for optimizing the teaching-learning process of Statistics. Methodology. The methodology used was descriptive, documentary, based on the Systematic Review of Literature and the use of theoretical methods that favored the review and analysis of the preceding documentary information. Results. 1. The high utility that the use of Information and Communication Technologies has in the teaching-learning process in Higher Education is confirmed, with particular interest in the teaching of Statistics. 2. It is evident that despite the progress made, it is still necessary to develop training alternatives aimed at teachers to improve the teaching-learning process of Statistics through Information and Communication Technologies. 3. A transformative solution for the teaching learning of Statistics can be the creation of interactive software. It is recommended that the solution proposal be established on the development of five phases: Diagnosis, Planning and Selection, Execution, Assessment and Generalization. Conclusions. The advantages of the applicability of Information and Communication Technologies in the teaching-learning process of Statistics have been substantiated; however, the necessary standards have not yet been achieved. It is necessary to implement strategies that favor the development of competencies in both teachers and students so that they can apply Information and Communication Technologies in the teaching-learning process of Statistics, as a timely alternative for the achievement of learning significant.