Transformation of didactics supported by ICT for general education at the basic level in Ecuador

Abstract

The general objective of this research was to analyze the integration of Information and Communication Technologies (ICT) in basic education in Ecuador, with the purpose of identifying teaching strategies, evaluating teaching competencies and proposing contextual recommendations. The problem investigated was the limited adoption of ICT in pedagogical practices, affected by barriers such as insufficient infrastructure, lack of teacher training and negative perceptions towards technology. A quantitative, non-experimental and correlational methodology was used, with a sample of 79 teachers. Data were collected through a structured survey that evaluated dimensions such as infrastructure, teaching competencies, pedagogical use of ICT and perception of its usefulness. The main findings indicated a very strong positive correlation (r > 0.85) between technological infrastructure and teachers' ability to implement innovative strategies. In addition, teacher training showed a significant relationship with the effective use of multimedia resources and ICT-based assessment. The main conclusion was that ICTs have a transformative impact on pedagogical practices, but their effectiveness depends on a comprehensive approach that includes improvements in infrastructure, ongoing training, and contextualized strategies that respond to the needs of each educational institution.