Teaching technology in the third year of high school: an analysis from educational practice

Abstract

Introduction: This study analyzes the level of integration of Information and Communication Technologies (ICTs) in the teaching and learning process of third-year high school students at the "Atahualpa" Educational Unit in Ecuador. Materials and methods: The research, with a mixed-methods approach and a non-experimental descriptive design, administered surveys to 20 students and 18 teachers, along with an interview with the principal. Results: The results show a marked discrepancy between the positive perception of ICTs and their actual use in the classroom: 75% of students reported that teachers never use technological tools, while 55.56% of teachers stated that they use them only occasionally. The main barriers identified include deficient technological infrastructure (rated as insufficient by 72.22% of the teaching staff), a lack of ongoing teacher training, and limited institutional support. Discussion: Existing resources are primarily used to automate traditional practices rather than to innovate pedagogically. Conclusions: It is imperative to implement comprehensive strategies that include investment in infrastructure, ongoing professional development for teachers, and institutional policies that promote the effective pedagogical use of ICTs to close the gap between educational policies and classroom practice.