I have used Socrative, which is quite good in engaging students, as it provides real time feedback. Furthermore, I have extensively used flipped classroom approach. however, like all other technology, my experience suggests that adoption of technologies needs to be grounded in strong pedagogical foundations, other wise, adopting technology for technology sake, usually results in poor learning outcomes for students.

Know the disruptive technologies from the school and other educational bodies to use them and apply them correctly, taking advantage of their advantages and contributions, without falling into that they are not an end in themselves, but a means to transmit the sign that is learned and to make it arrive better, to make teaching more effective. The effectiveness of these technologies in the teaching-learning process has yet to be seen and compromised. In some cases, it seems evident that they are grouped together when training and proper use do not coincide

I think technology is evolving faster than teaching professionals can keep up. This has negative effects on the teaching-learning process, so the professionals have to be more prepared.

There exist some experiences that are carried out in some universities that caught rapidly the urgency of recognizing the disruptive technologies that will govern the world and for which the graduated from the universities will have to be prepared https://www.weforum.org/agenda/2018/01/4-ways-universities-are-driving-innovation/ unfortunately the majority of the universities, specially the Latin-American ones still do not assume this social urgency

Thank you Hernan and the other colleagues for your valuable answers and reflections. I also share the opinion that developing countries risk to see the gap augmented. Urgent public and private action are needed and the academy has a crucial role training talent to face the challenges posed by disrupting technologies and advicing public institutions

Dear Guillermo, one more antecedent of how the companies are pacing with the technology and the modern forms of work. In comparison, in Latin America I do not know a university that is doing curriculum developments in this direction and depth, some of them venture cutting edge written curricular descriptions, that in general remain only in it, the structures of the curricula continue being the same, the contents of the subjects do not have substantive variations and the most terrible thing, it is that in my alma mater for example most the class rooms maintain the same design in which I studied in the decade of 60 (to me it is not known that any Chilean university has realized at least this simmple modification) https://eiuperspectives.com/sites/default/files/Brockton%20Capital_WEB.pdf

I agree with you Hernán, the slow pace of change in our higher education institutions in Latin America to adapt the curricula and to adopt new learnin approaches is affecting the quality and relevance of education provided.

And thank you for the interesting article Workplace Evolution! Very relevant ideas to rethink our education institutions

An interesting study to measure the challenges of education in emerging economies

JOBS LOST, JOBS GAINED: WORKFORCE TRANSITIONS IN A TIME OF AUTOMATION

Dec 2017

https://www.mckinsey.com/~/media/McKinsey/Featured%20Insights/Future%20of%20Organizations/What%20the%20future%20of%20work%20will%20mean%20for%20jobs%20skills%20and%20wages/MGI-Jobs-Lost-Jobs-Gained-Report-December-6-2017.ashx

Nice Contribution Hernán Peredo