Educational technologies: analysis from the perspective of pedagogical innovation at the ciudad de guayaquil educational unit

Abstract

The integration of information and communication technologies (ICTs) in education is a key element for pedagogical innovation and the improvement of teaching and learning processes. In this context, this study aimed to analyze teachers' digital competencies, the pedagogical integration of ICTs, and the institutional conditions that influence their implementation at the Ciudad de Guayaquil Educational Unit in the El Oro Province. The research was conducted using a quantitative approach, with a descriptive-analytical scope and a non-experimental, cross-sectional design. The population consisted of nine teachers, who completed a structured questionnaire with a five-point Likert scale, organized into two dimensions: digital competencies and pedagogical integration, and institutional conditions, along with the perception of the impact of ICTs. The findings indicate that most teachers demonstrate a favorable attitude toward the use of technology and possess a fairly solid technical understanding of it. They recognize its contribution to improving student motivation, learning, and participation. However, these advances coexist with certain underlying difficulties, mainly related to connectivity, the availability of technological resources, and the instability of the electricity service. While teachers show a favorable disposition toward the integration of ICTs, the sustainability of educational innovation depends on the alignment between teaching skills, technological infrastructure, and institutional policies that guarantee suitable conditions for its implementation