The aim of this paper is to describe how the absence of interpretative frameworks of quality assessment in terms of the adoption of ICT in the context of teaching-learning university is pretty serious. The use of technology is transforming the nature of teaching and learning as well as the organization and management of teaching, though, in terms of evidence, it must also clearly determine its effectiveness. The literature points out that, beyond the systemic international comparative surveys, are still absent appropriate models of Quality Assurance (QA) to assess the extent of these changes and the existing ones appear poorly aligned with institutional strategies related to quality policies University. In order to overcome this limitation is necessary to develop criteria, indicators and benchmarking will be able to reflect this reality, even considering the fact that there is a diversity in institutions in the adoption of ICT both domestically and internationally that feeds or less a different digital divide even within those institutions that have adopted innovative ICT.
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