REsUMENNos encontramos en el inicio de una nueva evolución, como resultado del desarrollo de las TIC, y su introducción y uso intensivo en las dinámicas sociales y en la realidad educativa. Este avance de la tecnología digital ha creado entornos que favorecen en gran medida la interacción social. En los últimos años han emergido nuevas tendencias en el e-learning como el aprendizaje móvil, el modelo "Flipped Classroom", los MooC, los entornos personales de aprendizaje, el aprendizaje basado en juegos y las analíticas de aprendizaje; y en todas ellas está presente y se fortalece el aprendizaje colaborativo. Además, se comentaron efectos negativos que puede provocar un uso superficial de actividades colaborativas. Por último, se identificaron aspectos claves para llevar a cabo el diseño de actividades colaborativas, relativos a la formación de los grupos, la selección, claridad, flexibilidad y significatividad de la tarea, y su monitoreo y control.Palabras clave: e-learning, aprendizaje colaborativo, CsCL, TIC, tecnología educativa.ABsTRACT We are at the beginning of a new evolution because of the development of Information Technology and Communication (ICT), and their introduction and intensive use in social dynamics and educational reality. This advance of digital technology has created environments that greatly favor social interaction. In recent years, new trends have emerged in e-learning as mobile learning, the model "Flipped Classroom", massive open online courses, personal learning environments, game-based learning and learning analytics; in all of them, the collaborative learning is strengthened. In addition, some negative effects that can be caused by indiscriminate and superficial use of collaborative activities were discussed. Finally, main issues were identified to be considered to perform the design of collaborative activities, such as those relating to the formation of groups, selection, clarity, flexibility and significance of the task, and monitoring and control.

Computational thinking (CT) has been recognized as a collection of understandings and skills required for new generations of students not only proficient at using tools, but also at creating them and understanding the implication of their capabilities and limitations.The objective of this research was to develop a module of solved problems for the development of CT in first-year computer engineering students at the University of Cienfuegos, Cuba. Students depend on current research to understand the definition, function, and culture of CT and to consider how it can improve their analytical and critical skills. A contextualized definition of the CT method is proposed as a cognitive process executed by humans to solve problems using computational concepts. This method improves CT in terms of decomposition, pattern recognition, algorithm design, abstraction, data representation, problem decomposition, algorithmic thinking, and generalization of patterns, simulation and evaluation. The research carried out is an experimental design with a pretest and a posttest, with a control group and an experimental group to which the intervention was applied, both with 18 students. This article describes a study developing and incorporating CT modules and assessing their effect on the comprehension of CT principles by preservation teachers as well as their computing attitude. The results show that the implementation of analytical thought in education courses will successfully affect the comprehension of CT principles by preservice students.

Digital literacy for teachers has been a widely studied topic in recent years, and several studies have been conducted featuring student-oriented ICT competency models and frameworks. This research aims to develop a teacher-oriented ICT Competency Framework for Cuban Tourism and Hotel Management School instructors, on the one hand, to have reference points or criteria to make an assessment on the actual status of ICT training and, on the other hand, to provide guidelines on ICT training for teachers. The main research method for this paper was document analysis. The proposed model states that ICT training for teachers has to be undertaken on a continuous basis. Incorporating new tools into the teachers' professional environment is a critical matter to be taken into consideration for any type of teacher training model in the 21st century. Furthermore, some examples on the main courses and training sessions that are part of the Teacher ICT Training Research Project are provided. It may be concluded that a teacher-oriented ICT Competency Framework for the context of Cuban Tourism and Hotel Management Schools was attained. Keywords

ResumenA partir de las trasformaciones que las TIC han provocado en todas las esferas de la sociedad, se le ha atribuido gran importancia a la alfabetización digital de los docentes de las escuelas de hotelería y turismo, tanto internacionalmente como en nuestro territorio. Sin embargo, esta formación, no se ha abordado de manera reiterada y sistémica, o sea, se han planificado cursos y entrenamientos, pero aislados y desconectados, además, sin tener en cuenta posibilidades de desarrollo como el aprendizaje colaborativo entre los docentes. El objetivo del presente trabajo es elaborar un sistema de superación continua para la alfabetización digital de los docentes, que tome como base estas complejidades, de modo que el profesor pueda recibir una formación permanente, organizada y con un enfoque colaborativo, acorde con el acelerado avance de las TIC. Este sistema fue valorado por 14 expertos, los cuales lo encontraron adecuado para cumplir con su propósito. Además, comentamos una de las acciones formativas realizada, la tutoría colaborativa, y por último se valora la implementación del sistema hasta el 2015, donde resalta el buen criterio de los docentes con respecto a la organización y su puesta en práctica. Palabras claveFormación de docentes en TIC, alfabetización digital, TIC, Hotelería y Turismo. AbstractFrom the transformations that ICT has caused in all spheres of society, great importance has been attributed to the digital literacy of teachers in schools of hospitality and tourism, both internationally and in our territory. However, this formation has not been addressed repeatedly and systemically, that is, courses and training are planned, but isolated and disconnected, without considering development possibilities such as collaborative learning among teachers. The aim of this work is to develop a continuous improvement system for the digital literacy of teachers, so that the teacher can receive continuous organized training, with a collaborative approach, in line with the rapid advancement of ICT. This system was evaluated by 14 experts who found it suitable to fulfill its purpose. In addition, we discuss one of the training activities undertaken, collaborative mentoring. Finally, the

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