Martha Fernández Rodríguez

*

Milton Rafael Mariduña Arroyave

*

Dayron Rumbaut Rangel

*

in relation to innovative educational practices and the

creative and efficient use of ICT. The research was based

on the theoretical references related to educational

innovation and technological resources, and on the data

obtained from the research instruments applied to

teachers, students and directors of Basic Education; which

allowed the analysis and understanding of the problem and

to establish as a study objective to determine the current

state of the teaching-learning process in relation to the

creative and efficient use of ICT and innovation in

inductive-deductive; within the empirical methods,

* PhD Tecnológico Universitario Espíritu Santo, Guayaquil, Ecuador,

* Ph.D, Tecnológico Universitario Espíritu Santo, Guayaquil, Ecuador,

* Msc. Tecnológico Universitario Espíritu Santo, Guayaquil, Ecuador,

drumbaut@tes.edu.ec, https://orcid.org/0009-0001-9087-0979

Internet, which exacerbates the existing disparities in

education; the low development of digital competencies of

RESUMEN

El articulo presenta los principales resultados del

diagnóstico realizado por estudiantes y docentes de la

carrera Competencias Educativas Digitales del Instituto

Superior Espíritu Santo, al proceso de enseñanza

aprendizaje en relación con las prácticas educativas

innovadoras y el uso creativo y eficiente de las TIC. La

investigación se sustentó en los referentes teóricos

relacionados con la innovación educativa y los recursos

tecnológicos, y en los datos obtenidos de los instrumentos

instituciones educativas de la ciudad de Guayaquil. Se

trabaja una metodología cualitativa y se desarrolla una

investigación de tipo exploratoria y hermenéutica

sustentada en el paradigma emergente lo que posibilita que

los sujetos de estudio participen activamente en el proceso

investigativo; se utilizan como métodos teóricos el análisis-

síntesis y el inductivo- deductivo; dentro de los empíricos

se usan la observación, la entrevista y la encuesta; y en el

procesamiento de los resultados de la encuesta se utiliza el

análisis porcentual. Los principales resultados están

competencias digitales, innovación educativa

applicative activities that, taking advantage of the immense information available and the

powerful ICT tools, take into account their characteristics (student-centered training)

and require them to actively and interdisciplinary processing of information so that they

build their own knowledge and do not limit themselves to performing a simple passive

reception-memorization of information.

However, in pedagogical practice it is observed that many teachers have limited

knowledge of online educational resources, collaborative tools and innovative teaching

methods, which prevents the active participation of students in their own learning and

limits the development of competencies that are essential to meet the challenges of the

information and knowledge society.

the prudent use of technologies for teaching and learning purposes.

However, in the country's educational institutions, access to the Internet is still limited,

and the technological resources available are insufficient or inadequate; a situation that

represents a significant obstacle for teachers to develop digital competencies. In addition,

it creates a digital divide that negatively impacts the quality of education.

To address these challenges and ensure that teachers achieve a high level of mastery in

the use of ICTs, it is crucial to implement effective professional development strategies,

invest in adequate technological resources and foster a culture of innovation in schools.

After these reflections, the objective of the research is to determine the current state

of the teaching-learning process in relation to the creative and efficient use of ICT and

synthesis and inductive-deductive; within the empirical methods, observation, interview

and survey are used; which allowed the authors to determine the current state of the

Interventions.

Once the research instruments are designed, they are submitted to evaluation to

guarantee their validity and reliability. The evaluation implies a rigorous process that

seeks to identify possible deficiencies in the instruments designed and to make the

necessary adjustments to improve their effectiveness. Pilot testing is then conducted

with a small sample of participants to test the functionality of the instruments under

conditions similar to real research, to identify problems such as ambiguous questions or

complicated procedures.

Once the questionnaire has been corrected, it is applied by students and teachers of the

Digital Educational Competences program of the Instituto Superior Espíritu Santo, using

environment where students and teachers can acquire and hone these skills. However,

32% of teachers surveyed say they do not have labs in their schools (see Table 1),

highlighting both the educational benefits of labs and the current limitations faced by

many institutions; computer labs are vital to ensure that all students have equitable

access to technology.

Forty-seven percent of the teachers surveyed stated that they have never used

laboratories to teach classes, which reveals that teachers do not optimize or take

advantage of the existing technological infrastructure in educational institutions to

support the teaching-learning process; On the other hand, the rest of the teachers

respond that they always use it (27%) and 26% that they only sometimes use the

role. The lack of suitable technological resources can limit teachers' ability to implement

innovative teaching methods to foster meaningful learning and digital competence in

Fifty-eight percent of the teachers have received training from the IE on the use of ICTs

in the teaching and learning process, which is something positive that deserves to be

highlighted. Training on the use of ICT allows teachers to acquire the digital

competencies necessary to effectively integrate technology into their teaching practices.

Not to mention that 25% of the teachers responded that they only sometimes receive

this type of training and 17% stated that they have not received training from the IE on

the use of ICT in the teaching-learning process. On the other hand, only 39% of teachers

consider that these trainings respond to their real training needs (see Table 1).

When the trainings respond to the needs of teachers, they promote the formation of

digital competencies necessary to effectively integrate technology into their pedagogical

innovative teaching methods and provide inclusive education with quality and equity.

Forty-nine percent of the teachers surveyed believe that they always promote the use

of ICTs in the learning process of students, 39% of the teachers consider that they only

sometimes do so, and 10% respond that they never do (see Table 1). These data highlight

the fact that the effective use of Information and Communication Technologies (ICT) in

the teaching-learning process has not yet been achieved. Although a significant

percentage of teachers claim to always promote the adequate use of these tools, there

is a considerable proportion that recognizes difficulties in achieving this objective, this

may be due to the low development of computer skills of teachers, the limited spaces

for the preparation of teachers in relation to the effective use of ICT in the classroom,

resources to support the diverse ways in which students learn and access knowledge in

the digital age.

at any time and place. Digital platforms can also facilitate rapid and personalized

feedback, thus enhancing individualized learning. The preference for a particular

technological resource may be conditioned by several factors such as knowledge,

accessibility to these, fear of failure and technical or technological barriers, among

others.

These data underscore the need to make teachers and managers aware of the potential

of resources such as software, Zoom, E-books, Prezi, discussion forums and infographics,

which offer unique opportunities to enrich learning, encourage student participation and

creativity, and promote a more interactive and personalized approach in the classroom.

In relation to the development of innovative practices in the teaching-learning process,

openness to innovation, but also reveals that these practices are not an integral part of

their educational approach.

Among the innovative strategies most used by teachers in the teaching-learning process

are Project Based Learning (PBL), Educational Gamification and Technology Integration;

among the least used strategies according to this result are Cooperative Learning,

Flipped Classroom, Virtual and Augmented Reality, Adaptive Teaching and Universal

Design for Learning (UDL); the data have been organized from the most used to the

least, as shown.

The choice of the appropriate strategy depends on the specific needs and characteristics

of each group of students and the educational context in general; this result shows that

Technologies (ICT) in the teaching-learning process is accepted by more than 70% of

the teachers surveyed; this indicates the need for teachers to have a well-designed

Since the COVID-19 pandemic in 2020 and the declaration of internal war conflict in

January 2024 in the country, hybrid education has become an integral part of the

students face obstacles to implement digital tools and platforms that promote interactive

and developmental learning.

Only 18% of the students surveyed stated that teachers use the laboratories to teach

classes, 47% stated that only sometimes they receive classes in the laboratory and 35%

indicated that teachers never give classes in the laboratories (see Table 2). These results

show that there is at least an intention on the part of teachers to incorporate these

resources into their educational practice, but they also indicate a lack of consistency in

their use, which may be due to time constraints, limited access to laboratories,

insufficient and inadequate technological resources or the perception of teachers and

administrators that traditional teaching is more efficient.

by providing access to diverse educational resources, facilitating communication

between teachers and students, and fostering collaboration and creativity.

The use of web pages in learning is still not significant, according to the data obtained in

the students' survey (see Table 2); the fact that almost half of the students always or

sometimes resort to web pages shows that these platforms are a valuable source of

information. On the other hand, it is important to consider that 35% of the students

state that they never use web pages for their learning. From the perspective of the

authors of this study, this is due to the limitations of access to technology, which is one

of the great barriers faced by education in the country, or to personal preferences. Web

pages can offer a variety of educational resources, from articles and videos to complete