Access to knowledge in Information and Communication Technologies by teachers at the Polytechnic Technological Institute of Ecuador.
Keywords:
Teacher training, pedagogical strategies, academic performance, active methodologiesAbstract
The study aimed to investigate whether the lack of teacher training in Information and Communication Technologies (ICT) affects the academic performance of students at Polytechnic Technological Institute of Ecuador, and to propose pedagogical and formative strategies to enhance the use of these tools in teaching practice. The methodology followed a mixed-methods approach: a survey was administered to 110 students from 8th, 9th, and 10th grades, with the data processed using SPSS to obtain frequencies and percentages. Additionally, semi-structured interviews were conducted with six teachers, and the responses were analyzed using ATLAS.ti for coding and categorization. The results revealed that 61.8% of students perceive limited use of educational platforms, and 76.4% stated that ICT-based activities do not foster their participation or motivation. Teachers acknowledged deficiencies in infrastructure, a lack of ongoing training, and unclear objectives, although they expressed willingness to engage in professional development and improve their teaching practices. The proposal includes a teacher training program in ICT, the implementation of active methodologies (such as Project-Based Learning and gamification), the strengthening of technological infrastructure, and the creation of teacher learning communities. The study concludes by confirming the initial hypothesis: insufficient teacher training limits the integration of ICT, negatively impacting students’ understanding and academic performance. This calls for immediate institutional actions to strengthen digital education.
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