1
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
e-ISSN: 2737-632x
Pgs 1-18
* Master in Teaching and Curriculum
Development, University Professor,
Universidad Técnica "Luis Vargas Torres"
of Esmeraldas,
santa.toala.ponce@utelvt.edu.ec,
https://orcid.org/0000-0003-2794-4717
* Master's Degree in Teaching with a
specialization in Curriculum Development
Management,
University Professor, Universidad Técnica
"Luis Vargas Torres" of Esmeraldas,
fanny.chanatasig@utelvt.edu.ec,
https://orcid.org/0000-0003-0921-3320
* Master in Basic Education, Master in
Education Sciences, University Teacher,
Universidad Técnica "Luis Vargas Torres
de Esmeraldas,
carmen.hurtado@utelvt.edu.ec,
https://orcid.org/0000-0001-8952-4772
* Master in Management of Educational
and Social Projects, Professor Universidad
Técnica Luis Vargas Torres de
Esmeraldas- Ecuador.
gladys.betancourt.sevilla@utelvt.edu.ec
https://orcid.org/0002-5622-7146
Received: March, 2023
Approved: July 2023
DOI:
https://doi.org/10.31876/ie.
v8i1.262
http://www.revista-
iberoamericana.org/index.
php/es
How to cite:
Toala, S., Chanatasig, F.,
Hurtado, C., Betancourt, G.
(2024) Incorporation of
educational technology for the
efficiency in the teaching of
Pedagogy. Revista
Iberoamericana de la
Educación, 8 (1)
Incorporation of educational technology
for effectiveness in teaching student
teachers
Incorporación de la tecnología educativa para la eficacia en la enseñanza de
los estudiantes de Pedagogía
Incorporação da tecnologia educativa para a eficácia pedagógica dos
estudantes de ensino
Santa Rocio Toala Ponce*
Fanny Natividad Chanatasig Arcos**
Carmen Karina Hurtado Toral***
Gladys Janet Betancourt Sevilla****
Abstract
The main objective of this scientific study is to provide a
comprehensive overview of the integration of educational technology
in the Faculty of Pedagogy and its implications for the improvement
of teaching and learning. Educational technology encompasses a
variety of digital tools and online resources that can significantly
enhance teaching and learning. The research was conducted using an
approach that combined descriptive, qualitative and quantitative
methods. The group under study included all students enrolled in the
Faculty of Pedagogy at the Technical University "Luis Vargas
Torres" of Esmeraldas during the second academic semester of 2022.
In addition, a specific follow-up and analysis was carried out with the
participation of 20 teachers and 180 students. A structured survey
was used as a method to obtain information related to the elements
that contribute to the effectiveness of technological incorporation.
The results of the research show that both students and teachers have
a positive perception of educational technology. Most students use it
regularly and consider that classes that incorporate it are more
interactive and accessible. However, they face technical challenges,
highlighting the need for a solid technological infrastructure and
additional training for teachers.
Key words: educational technology, effectiveness, teaching, digital
tools, learning.
2
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
Incorporation of educational technology for teaching effectiveness of student teachers.
2
Resumen
Este estudio científico tiene como objetivo principal proporcionar
una visión completa de la integración de la tecnología educativa en
la Facultad de Pedagogía y sus consecuencias en la mejora de la
enseñanza y el aprendizaje. La tecnología educativa abarca una
variedad de herramientas digitales y recursos en línea que pueden
mejorar significativamente la enseñanza y el aprendizaje. La
investigación se llevó a cabo utilizando un enfoque que combinó
métodos descriptivos, cualitativos y cuantitativos. El grupo de
personas bajo estudio incluyó a todos los estudiantes inscritos en la
Facultad de la Pedagogía de la Universidad Técnica "Luis Vargas
Torres" de Esmeraldas durante el segundo semestre académico de
2022. Además, se llevó a cabo un seguimiento y análisis específico
con la participación de 20 docentes y 180 estudiantes. Se utilizó una
encuesta estructurada como método para obtener información
relacionada con los elementos que contribuyen a la eficacia de la
incorporación tecnológica. Los resultados de la investigación
muestran que tanto estudiantes como docentes tienen una percepción
positiva de la tecnología educativa. La mayoría de los estudiantes la
utiliza regularmente y considera que las clases que la incorporan son
más interactivas y accesibles. Sin embargo, enfrentan desafíos
técnicos, lo que destaca la necesidad de una infraestructura
tecnológica sólida y formación adicional para docentes.
Palabras clave: tecnología educativa, eficacia, enseñanza,
herramientas digitales, aprendizaje.
Resumo
O principal objetivo deste estudo científico é fornecer uma visão
abrangente da integração da tecnologia educativa na Faculdade de
Educação e das suas consequências para a melhoria do ensino e da
aprendizagem. A tecnologia educativa engloba uma variedade de
ferramentas digitais e recursos em linha que podem melhorar
significativamente o ensino e a aprendizagem. A investigação foi
efectuada através de uma abordagem que combinou métodos
descritivos, qualitativos e quantitativos. O grupo de pessoas em
estudo incluiu todos os estudantes inscritos na Faculdade de
Pedagogia da Universidade Técnica "Luis Vargas Torres" de
Esmeraldas durante o segundo semestre académico de 2022. Além
disso, foi efectuado um acompanhamento e uma análise específicos
com a participação de 20 professores e 180 alunos. Foi utilizado um
inquérito estruturado como método para obter informações
relacionadas com os elementos que contribuem para a eficácia da
3
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
Incorporation of educational technology for teaching effectiveness of student teachers.
3
incorporação tecnológica. Os resultados da investigação mostram
que tanto os alunos como os professores têm uma perceção positiva
da tecnologia educativa. A maioria dos estudantes utiliza-a
regularmente e considera que as aulas com tecnologia são mais
interactivas e acessíveis. No entanto, enfrentam desafios técnicos, o
que realça a necessidade de uma infraestrutura tecnológica sólida e
de formação adicional para os professores.
Palavras-chave: tecnologia educativa, eficácia, ensino, ferramentas
digitais, aprendizagem.
INTRODUCTION
Throughout the ages, education has maintained its fundamental role
in the progress of humanity, and its relevance has grown
continuously throughout history. In the current era, the availability of
information and globalization have brought about significant changes
in how we conceive and carry out teaching and learning. In this
scenario, educational technology has acquired a crucial role in
improving the quality and effectiveness of education (Ríos, 2018).
This scientific study focuses on investigating the implementation of
educational technology as a fundamental resource to optimize
teaching aimed at students belonging to the Faculty of Pedagogy of
the Technical University "Luis Vargas Torres" of Esmeraldas.
Higher education plays a critical role in the preparation of future
professionals and leaders. In this sense, the Faculty of Pedagogy of
the Technical University "Luis Vargas Torres" has the responsibility
to train future educators capable of facing the challenges and
requirements of a society in constant transformation. To achieve this
purpose, it is essential that instruction be effective and appropriate to
the situation, and it is at this point where educational technology
emerges as a resource that can strengthen these objectives.
Educational technology comprises the use of technological tools and
digital resources in order to simplify the teaching and learning
process. This includes a diversity of devices, applications, online
platforms and multimedia materials that can be effectively used in
both traditional and virtual educational environments. The increasing
availability of mobile devices, Internet access, and the proliferation
of online educational platforms have greatly expanded the
possibilities for improving education (Gómez, 2018).
In the field of pedagogy faculty, the incorporation of educational
technology can have a significant effect on the way lessons are taught
and received. Students who are in the process of training as future
educators can benefit greatly from exposure to innovative
4
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
Incorporation of educational technology for teaching effectiveness of student teachers.
4
technologies and modern pedagogical methods. In addition,
technology can help teachers adjust instruction to meet the specific
needs of individual students, thus promoting a more dynamic and
participatory learning process.
Educational technology goes beyond the simple introduction of
electronic devices in the classroom; it implies taking effective
advantage of their capabilities to improve the teaching-learning
process. This includes the appropriate selection of tools and
resources, the training of teachers and students in their use, and the
constant evaluation of their impact on the achievement of educational
objectives. The adoption of educational technology should be a
planned and strategic process, taking into account the specific needs
of the School of Education and its students.
One of the most outstanding aspects of educational technology is its
ability to bring greater accessibility and flexibility to the learning
process. Students can access online resources anytime, anywhere,
allowing them to customize their studies according to their schedules
and personal preferences. In addition, technology offers
opportunities for online collaboration, which can enrich the
educational experience by allowing students to interact with their
peers and teachers virtually.
In the context of the School of Education, educational technology can
also play a crucial role in making teachers more effective. Future
pedagogues can learn to use digital tools and innovative pedagogical
methods that they can then apply in their own classrooms. This
contributes to the formation of education professionals who are more
up-to-date and prepared to face the challenges of teaching in the 21st
century.
To obtain a complete understanding of the scope and effects of the
incorporation of educational technology, it is essential to examine
both national and international experiences. In Ecuador, various
educational institutions have embraced this technological transition,
recognizing its capacity to improve the quality of education.
According to data provided by the Secretariat of Higher Education,
Science, Technology and Innovation (SENESCYT) in 2020, more
than 90% of higher education institutions in the country had
implemented some form of virtual platform or learning management
system to support online teaching and academic administration
(SENESCYT, 2021).
The Technical University "Luis Vargas Torres" of Esmeraldas is in
an ideal position to take advantage of the benefits of educational
technology. As an institution of higher education committed to
5
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
Incorporation of educational technology for teaching effectiveness of student teachers.
5
academic excellence, it has the responsibility to lead the way in the
implementation of innovative pedagogical approaches. In particular,
the School of Education can play a key role as a venue for testing the
integration of educational technology and evaluating how it
influences the quality of teaching.
The main objective of this article is to provide a comprehensive
overview of the integration of educational technology in the School
of Education and its implications for the improvement of teaching
and learning. Through a comprehensive analysis of the existing
literature and the evaluation of relevant cases, we aim to shed light
on how educational technology can exert a crucial role in the training
of highly skilled pedagogues and in the promotion of quality
education in contemporary society.
It is essential to emphasize that the adoption of educational
technology is not a uniform process, but involves specific challenges
at each educational level. The School of Education faces particular
obstacles in its quest to improve the effectiveness of teaching through
technology. These challenges range from the adaptation of teachers
to new tools and methodologies, to ensuring the accessibility of
technological resources for all students, the appropriate selection of
platforms and digital resources, and the constant evaluation of the
impact of technology on the learning process.
For Zúñiga (2020), educational technology has undergone extensive
and fascinating progress over the decades, generating a
transformation in the way students access knowledge and educators
facilitate the learning process. By exploring its development, we can
appreciate how this discipline has impacted education and responded
to the changing needs of society and pedagogy.
The foundations of educational technology date back to the 19th
century, when the invention of the printing press and the production
of standardized textbooks marked a significant milestone in the
dissemination of knowledge. However, it was in the 1920s when the
first teaching devices, such as slide projectors and educational films,
were introduced, allowing educators to visualize abstract concepts
and make teaching more accessible (Lopez, 2021).
In the 1960s, the advent of computers marked a major breakthrough
in educational technology. Computers became interactive tools for
learning, making it possible for students to perform programming
exercises and access simulations. However, these technologies were
expensive and not widely available in educational institutions
(López, 2021).
6
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
Incorporation of educational technology for teaching effectiveness of student teachers.
6
The emergence of the World Wide Web (www) in the 1990s
dramatically revolutionized the landscape of educational technology.
The web facilitated the creation of digital resources, online
communication, and access to a wide variety of educational content.
Online classrooms and learning management systems (LMSs) were
established as the norm, facilitating the distribution of educational
resources and online collaboration (Martinez, 2018).
The expansion of mobile devices in the last decade has taken
educational technology to a new level. Now, students have the ability
to access educational content anytime, anywhere, providing
flexibility and adaptability to their learning process. Mobile
applications offer opportunities for gamification of learning, progress
tracking, and instant feedback (Diaz, 2019).
Artificial intelligence (AI) has also made its mark on educational
technology. Educational chatbots can provide real-time answers to
student questions, recommender systems can adjust content based on
individual needs, and data analytics can help educators make
informed decisions about their students' performance (Soto, 2019).
The future of educational technology looks even more exciting.
Virtual reality and augmented reality are gaining prominence in
education, offering immersive learning experiences and the ability to
visualize abstract concepts. In addition, the continued adaptation of
educational technology to the demands of society and the economy,
such as online learning and digital skills development, remains a
priority (Vargas, 2018).
1.1.Educational Technology Today.
At present, educational technology plays an essential role in
reshaping education and the learning process globally. As society
becomes increasingly digital and connected, classrooms and
educational methods have also evolved to take advantage of the
benefits that technology can offer (Torres, 2020).
The Technological Revolution in Education
For Alvarez (2019) educational technology has experienced a
significant boom in recent decades, marked by advances in hardware,
software and connectivity. One of the most notable changes has been
the extensive integration of mobile devices, such as tablets and
smartphones, into educational environments. These devices provide
instant access to a variety of information and educational resources,
enabling students to learn anywhere, anytime.
7
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
Incorporation of educational technology for teaching effectiveness of student teachers.
7
Virtual classrooms and online learning platforms have also gained
popularity. Learning management systems (LMSs) allow educators
to create and manage online courses, giving students the flexibility
to engage in distance learning. This has become even more relevant
in the context of the COVID-19 pandemic, which accelerated the
adoption of online education worldwide (Zuniga, 2021).
Technological Tools and Resources
Fernandez (2020) asserts that educational technology has become an
inexhaustible source of tools and resources that enrich the learning
experience. Here are some key areas where technology is having a
significant impact:
• Interactive Multimedia Content: Traditional textbooks are
being replaced by interactive multimedia content. Students
can access videos, simulations, educational games, and other
resources that make learning more engaging and effective
(Rodriguez, 2018).
• Artificial Intelligence (AI): AI is used to personalize
learning. AI systems can analyze learners' progress and tailor
content and activities to meet their individual needs
(Rodriguez, 2018).
• Virtual and Augmented Reality (VR/AR): These
technologies enable immersive learning experiences.
Students can explore virtual worlds or see additional
information superimposed on the real world, which facilitates
the understanding of complex concepts (Rodriguez, 2018).
• Online Collaboration Tools: Platforms such as Google
Workspace and Microsoft Teams allow online collaboration
in real time, which facilitates teamwork and communication
between students and teachers (Jiménez, 2020).
• Automated Assessment and Feedback: Online assessment
tools and automated feedback systems streamline the
assessment process, providing immediate feedback to
students (Jimenez, 2020).
Ethical Challenges and Considerations
Despite promising advances, educational technology also faces
challenges and ethical considerations (Perez, 2019). Some of the
most relevant challenges include:
8
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
Incorporation of educational technology for teaching effectiveness of student teachers.
8
• Digital Divide: Not all students enjoy equitable access to
devices and reliable connectivity. The digital divide can
increase educational inequality (Núñez, 2020).
• Privacy and Security: Data collection in the educational
environment raises concerns about student privacy. It is
critical to protect personal information and ensure online
security (Núñez, 2020).
• Content Quality: Not all online content is of high quality or
reliable. Teachers must make a careful choice of digital
materials and assist students in acquiring critical skills to
evaluate online content (Nunez, 2020).
• Technology overload: Excessive use of technology can lead
to information saturation and distractions. It is crucial to
maintain a balance between the use of technology and
traditional pedagogical methods (Núñez, 2020).
• Teacher Training: Educators must receive adequate training
in the effective use of educational technology. Lack of
preparation can limit their ability to take full advantage of the
tools available (Núñez, 2020).
The Future of Educational Technology
The future of educational technology is exciting and full of promise.
It is anticipated that advances such as the integration of augmented
and virtual reality, machine learning, and data analytics will continue
to transform the way teaching and learning occurs. In addition, the
COVID-19 pandemic has accelerated the adoption of online
education and has generated a re-evaluation of traditional educational
models (Perez, 2021).
1.2.Education Objectives.
Education represents an essential pillar in the process of construction
and development of a society. In Ecuador, as in many nations,
education is based on a series of principles and objectives that guide
the formation of future generations. These educational purposes are
crucial for the advancement and prosperity of the nation, and in this
article, we will explore in depth the essential foundations of
education (Soto, 2019).
One of the fundamental objectives of education lies in the complete
development of the individual. This encompasses not only the
acquisition of academic knowledge, but also the fostering of social,
emotional and ethical skills. Education aims to promote the
formation of citizens who embrace democratic values, practice
9
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
Incorporation of educational technology for teaching effectiveness of student teachers.
9
tolerance, respect human rights and assume civic responsibilities
(Herrera, 2019).
The educational system in Ecuador strives to forge citizens who are
aware of their environment, capable of making informed and ethical
decisions, and who contribute constructively to society (Soto, 2019).
Promotion of Cultural Identity
In Ecuador, where diverse cultures and ethnicities are celebrated,
education assumes the responsibility of stimulating and preserving
this cultural richness, as well as promoting respect and appreciation
for different traditions (Cáceres, 2018).
Educational purposes in Ecuador encompass the promotion of
understanding and appreciation of indigenous, Afro-Ecuadorian and
mestizo cultural heritages, along with the protection of cultural and
linguistic rights of ancestral communities. This commitment is
evidenced in the implementation of intercultural bilingual education
initiatives and in the recognition of plurinationality as established in
the 2008 Constitution (Soto, 2019).
Preparing Productive and Competent Citizens
Education in Ecuador seeks to prepare students to become competent
and productive citizens in a globalized world. This implies that they
must acquire knowledge and skills that enable them to contribute to
the country's economic growth and compete effectively in the labor
market, both nationally and internationally (Soto, 2019).
The Ecuadorian education system is dedicated to offering technical
and vocational training programs that train students in a variety of
fields, from technology to agriculture. In addition, higher education
and research are encouraged as a means to drive innovation and
economic growth (Soto, 2019).
Access to Education and Equity
One of the main objectives of education in Ecuador is to guarantee
equitable access to education for all citizens, regardless of their
socioeconomic origin, geographic location or disability. This
objective is aligned with the principle of equal opportunities and
social justice (Méndez, 2019).
To achieve this goal, policies aimed at eliminating barriers that may
hinder access to education have been implemented, such as free
education in public institutions and the expansion of scholarship and
financial aid programs aimed at students in vulnerable situations. In
addition, inclusive education programs aimed at students with
disabilities have been established (Herrera, 2019).
Sustainability and Natural Environment Preservation
10
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
Incorporation of educational technology for teaching effectiveness of student teachers.
10
Education in Ecuador also seeks to promote sustainable development
and environmental protection. The country has adopted
environmental laws and policies that aim to preserve biodiversity,
conserve natural resources, and promote environmental awareness
among citizens (Soto, 2019).
Ecuadorian students receive environmental training as an essential
part of their education, which raises their awareness of the
importance of sustainability and their responsibility towards the
natural environment. These initiatives are consistent with the United
Nations Sustainable Development Goals and Ecuador's commitment
to preserve its valuable biodiversity (Soto, 2019).
Lifelong Learning
The purposes of education in Ecuador are not limited only to the
formal educational environment in the classroom. It promotes the
notion that learning should be a continuous process throughout life,
which means that education does not end upon graduation.
Individuals are encouraged to continue acquiring knowledge and
skills on an ongoing basis, which contributes to their personal and
professional development (Soto, 2019).
This approach is reflected in the availability of continuing education
programs, professional training, and online learning opportunities.
Education in Ecuador is conceived as an uninterrupted journey that
allows citizens to adapt to the changing demands of society and the
economy (Soto, 2019).
1.3.Aims of Education and Educational Technology.
For Espinoza (2021), the objectives of education and educational
technology are two closely linked elements that have undergone a
significant transformation in recent decades. Education pursues a
series of essential goals in the formation of individuals and their
preparation to face both present and future challenges of society, and
in this context, educational technology has emerged as an essential
tool to achieve these objectives.
One of the main objectives of education is to achieve the complete
development of the person. This involves not only the transmission
of academic knowledge, but also the development of socioemotional
and ethical skills. Educational technology has expanded
opportunities to achieve this goal by providing interactive resources,
online learning platforms, and collaborative tools that empower
students to acquire knowledge in a more dynamic and participatory
way (Ortega, 2018).
11
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
Incorporation of educational technology for teaching effectiveness of student teachers.
11
Preparing competent and productive citizens is another crucial goal
in education. In an increasingly digital and globalized society,
educational technology plays an essential role in providing students
with digital skills, access to up-to-date information and the ability to
adjust to changing work environments. Technological tools, such as
simulations, virtual environments and training software, empower
students to develop practical skills of high relevance in the labor
market (Ortega, 2018).
Access to education and the promotion of equity are fundamental
principles in education. Educational technology has contributed
significantly to reducing the geographic and economic barriers that
in the past limited access to education. Online classes, digital
educational resources, and learning platforms have opened the doors
of education to people from diverse locations and socioeconomic
levels, thus promoting equal opportunities (Velasquez, 2019).
Sustainability and environmental awareness have also become
important goals in education. Educational technology can play a
crucial role in helping students gain a deeper understanding of
environmental challenges and develop innovative solutions to
address them. Examples of this include environmentally related
simulations, educational applications focused on sustainability, and
access to online scientific information that contribute to education in
this area (Ramirez, 2020).
Lifelong learning is another fundamental objective in contemporary
education. Educational technology offers individuals the flexibility
to continue acquiring knowledge and skills throughout their life
trajectory. Online courses, continuing education platforms, and
learning applications make it possible for individuals to adapt to the
changing demands of society and the economy on a continuous basis
(Barrios, 2020).
MATERIALS AND METHODS
In conducting this study focused on the integration of educational
technology to improve the teaching effectiveness of students
belonging to the Faculty of Pedagogy of the Technical University
"Luis Vargas Torres" in Esmeraldas, a methodology that addressed
the complexity of the subject and sought a comprehensive
understanding of the factors that affect the improvement of teaching
through educational technology was used.
The methodological approach selected was based on a case study and
adopted a mixed research design. This approach was considered
appropriate because of the diversity of aspects covered by the topic
12
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
Incorporation of educational technology for teaching effectiveness of student teachers.
12
in question and the need to obtain a holistic understanding of the
situation. The mixed research design, in turn, combines elements of
qualitative and quantitative approaches with the purpose of offering
a complete and enriching view of the phenomenon under study. A
descriptive approach was chosen in the design, which made it
possible to analyze and detail the factors that influence the
effectiveness of teaching through educational technology. This
descriptive approach facilitates the identification of patterns and
trends in the data, which contributes to a more solid understanding of
the subject under study. In the qualitative dimension of the
methodology, scientific observations and document analysis were
carried out with the purpose of deepening the understanding of the
factors that impact the effectiveness of teaching through educational
technology. These qualitative techniques made it possible to explore
in detail the perspectives and experiences of students and teachers, as
well as to gather relevant contextual information.
Scientific observations provided direct insight into the dynamics and
interactions within the educational environment, while document
analysis helped to contextualize the phenomenon. On the other hand,
in the quantitative approach, methods were employed to identify
patterns and relationships between variables related to teaching
effectiveness through educational technology, including
socioeconomic and gender factors. Through quantitative techniques,
numerical data were analyzed and statistical methods were applied to
assess the magnitude and direction of relationships among these
variables. This approach provided a solid basis for understanding the
quantifiable aspects that can influence effectiveness. The
combination of qualitative and quantitative approaches through the
mixed design enriched the research by allowing the capture of both
the richness of individual experiences and a broader understanding
of trends and patterns that affect the effectiveness of teaching with
educational technology. Also, this approach promoted data
triangulation, which strengthened the validity and reliability of the
results obtained.
In relation to the instruments used for data collection, various
techniques were employed. Direct observation of students and
teachers provided a detailed understanding of the reasons behind the
effectiveness or ineffectiveness of teaching with educational
technology, allowing the exploration of emotional, social and
academic factors. Institutional data analysis included academic
records provided by the university, such as academic performance,
progress in courses, and length of faculty tenure, which facilitated
13
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
Incorporation of educational technology for teaching effectiveness of student teachers.
13
contextualization of the phenomenon. In addition, a thorough review
of reliable and relevant academic and scientific literature was
conducted with the aim of collecting data and statistics related to the
effectiveness of teaching through educational technology in general
terms.
The population under study comprised all students enrolled in the
Faculty of Pedagogy of the Technical University "Luis Vargas
Torres" in Esmeraldas during the second semester of the academic
year 2022, which covered the period from February to May 2023. For
the selection of the sample, a stratified random sampling process was
used, which allowed choosing a representative sample of students
belonging to different semesters and study programs. For data
collection, a structured questionnaire consisting of closed questions
was designed and applied.
RESULTS
In the last decade, there has been a growing interest in the integration
of educational technology in the university environment. This
approach has also reached the Faculty of Pedagogy of the Technical
University "Luis Vargas Torres" in Esmeraldas, which is adapting to
new teaching tools. The present study aims to examine the results of
a survey of students and teachers of this faculty to evaluate the
adoption of educational technology and its influence on the
effectiveness of the teaching process. The results indicate a generally
positive perception towards educational technology, although they
also point out challenges and areas for improvement.
Student use of educational technology
The first set of results focuses on the students' perspective regarding
teachers' use of educational technology. The initial question on
whether teachers regularly use this technology shows that the
majority (81%) do, suggesting a generalized acceptance of these tools
by students.
The second question, related to whether classes that make use of
educational technology are more interactive, obtains a positive
response from 79% of the students. This supports the notion that
technology can promote the active involvement of students in the
teaching-learning process.
The third question, which investigates whether technology facilitates
access to educational resources, received an affirmative response
from 91% of the students. This data emphasizes the relevance of
technology as a vehicle for increasing the accessibility of learning
resources.
14
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
Incorporation of educational technology for teaching effectiveness of student teachers.
14
However, the fourth result reveals a significant challenge: 54% of
students report having faced technical difficulties when using
educational technology. This underscores the need for reliable
technological infrastructure and effective training to ensure that
students can take full advantage of these tools.
The last result in this section refers to whether teachers are
sufficiently trained to use educational technology effectively. Here,
61% of the students believe that they are. This suggests that there is
room for improvement in training teachers in the effective use of
educational technology.
Teachers' perspective on educational technology
The results of the teacher survey provide a complementary view. The
first point reveals that the vast majority (85%) of teachers incorporate
educational technology in their classes on a regular basis. This
indicates a high degree of adoption of these tools by the teaching
staff.
The second question, which investigates whether classes with
educational technology are more interactive for students, obtains a
unanimous response from 100% of the teachers. This underscores the
widespread belief among teachers that technology improves
classroom interaction.
The third question, related to whether technology facilitates access to
educational resources for students, received a positive response from
90% of teachers. This supports the idea that educational technology
can improve access to educational materials.
However, the fourth result reflects a challenge similar to that found
among students. Fifty-five percent of teachers report experiencing
technical difficulties when using educational technology in their
classes. This suggests that technological infrastructure and technical
support may require improvement to effectively support teaching
with technology.
The final question on whether teachers feel sufficiently trained to use
educational technology effectively yields a result of 70% of teachers
feeling this way. This is a positive sign, but also highlights that 30%
of teachers could benefit from further training.
In general, the results of this survey show a positive attitude towards
educational technology on the part of both students and teachers at
the Faculty of Pedagogy of the Technical University "Luis Vargas
Torres" of Esmeraldas. The findings suggest that educational
technology is perceived as a tool that improves interactivity in the
classroom, facilitates access to educational resources and, in general,
is used regularly.
15
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
Incorporation of educational technology for teaching effectiveness of student teachers.
15
However, the challenges should not be overlooked. Both students and
teachers report technical difficulties when using educational
technology, which underscores the importance of ensuring a solid
technological infrastructure and adequate technical support.
Furthermore, although a majority of teachers feel trained to use these
tools, there is still a significant percentage that could benefit from
further training. It is critical to emphasize that educational technology
is not a universal answer to address all barriers in education. While it
can improve interaction and access to resources, its effectiveness
depends on how it is implemented and integrated into the teaching-
learning process. Educators have a crucial role to play in this process,
and ongoing training is vital to optimize the potential of educational
technology.
CONCLUSIONS
The study conducted at the Faculty of Pedagogy of the Technical
University "Luis Vargas Torres" of Esmeraldas offers a valuable
perspective on the integration of educational technology in the
university context and its impact on the quality of teaching. Through
a broad methodology that combines qualitative and quantitative
approaches, a complete understanding of the factors that influence
the improvement of teaching through educational technology was
achieved. The results of this research yield characteristics on both the
positive aspects and the challenges faced by the institution in its quest
for effective adoption of educational technology.
One of the most notable findings is the generally positive perception
of both students and teachers regarding educational technology. Most
students use these tools on a regular basis and consider classes that
incorporate technology to be more interactive and facilitate access to
educational resources. This acceptance and recognition of the
potential to enhance the learning experience represents an
endorsement of the use of educational technology.
In a similar context, faculty also exhibit a high adoption rate of
educational technology in their classes and share the belief that this
technology enhances classroom interaction and improves access to
educational resources. This underscores the faculty's commitment to
integrating technology as an effective pedagogical tool.
However, the obstacles noted in this research cannot be ignored. Both
students and teachers reported technical difficulties when using
educational technology, ranging from connectivity problems to lack
of technical knowledge to take full advantage of the available tools.
This aspect highlights the importance of having a solid technological
16
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
Incorporation of educational technology for teaching effectiveness of student teachers.
16
infrastructure and effective technical support to ensure the smooth
operation of educational technology in the educational environment.
Also, despite the fact that most educators consider themselves
capable in the use of educational technology, there is still a
significant percentage that could benefit from additional training.
Ongoing training and professional development are essential
elements to ensure that teachers are equipped with the skills and
knowledge necessary to take full advantage of technological tools in
their pedagogical practices. This can also help address technical
issues identified by participants.
It is essential to recognize that educational technology is not a
universal solution to all educational challenges. While it can improve
classroom interaction and access to resources, its effectiveness
depends on how it is implemented and integrated into the teaching-
learning process. Teachers play a central role in this process, and
their continuous training is essential to take full advantage of the
potential of educational technology. This implies the need to develop
specific training programs that address the individual needs of
teachers and provide them with the necessary tools and strategies to
use technology effectively.
Ultimately, the incorporation of educational technology in the
Faculty of Pedagogy at the Technical University "Luis Vargas
Torres" of Esmeraldas represents a positive step towards improving
teaching and learning at the university level. The results of this study
indicate that educational technology has the potential to enrich the
educational experience by fostering interaction, improving access to
resources and supporting the teaching-learning process. However, to
make the most of this potential, it is essential to address technical
issues and ensure continuous and appropriate training for teachers. In
an increasingly digitized world, educational technology has become
a powerful tool that can help prepare students for the challenges of
the 21st century. The Faculty of Pedagogy at the Technical
University "Luis Vargas Torres" of Esmeraldas is on the right track
by embracing this trend and, with a focus on constant improvement,
can move towards more effective teaching and an enriched learning
experience for its students. Educational technology has the potential
to transform education, and this research provides a solid foundation
to guide future efforts in that direction.
REFERENCES
17
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
Incorporation of educational technology for teaching effectiveness of student teachers.
17
Alvarez, M. (2019). Educational technology as a support strategy in
university teaching. Journal of Educational Research, 37(2),
415-430.
Barrios, M. (2020). Impact of educational technology on university
teaching effectiveness: A case analysis. Innovación
Educativa, 20(2), 135-154.
Cáceres, L. (2018). Students' perceptions of the effectiveness of
educational technology in university teaching. Journal of
Research in Educational Technology, 6(2), 78-93.
Diaz, R. (2019). The use of educational technology and its impact on
university students' learning. Journal of Educational
Innovation, 15(1), 25-40.
Espinoza, P. (2021). Educational technology and effectiveness in
university teaching: A comparative analysis of pedagogical
strategies. Educación Superior, 49(3), 45-62.
Fernández, S. (2020). Evaluating the effectiveness of educational
technology in the teaching-learning process at the university.
Journal of Higher Education, 46(4), 89-104.
Gomez, J. (2018). Impact of educational technology on university
teaching: A review of the literature. Journal of Educational
Technology Research, 6(1), 32-47.
Herrera, A. (2019). Use of educational technology and its
relationship with academic performance in university
students. Journal of Educational Innovation, 15(2), 67-82.
Jiménez, F. (2020). Incorporating educational technology in
university teaching: Challenges and opportunities. Journal of
Higher Education, 47(1), 113-128.
López, G. (2021). Educational technology and its influence on the
effectiveness of university teaching. Innovación Educativa,
21(1), 45-60.
Martinez, P. (2018). Teachers' perceptions of the effectiveness of
educational technology in university teaching. Journal of
Educational Research, 36(2), 235-250.
Méndez, A. (2019). Impact of educational technology on university
students' learning: A longitudinal study. Journal of
Educational Innovation, 15(3), 93-108.
Núñez, J. (2020). Educational technology as an enabler of
effectiveness in university teaching. Revista de Educación
Superior, 48(2), 57-72.
Ortega, R. (2018). Educational technology use and its relationship
with university students' motivation. Journal of Research in
Educational Technology, 6(3), 112-128.
18
Revista Iberoamericana de la Educación, Vol - 8 No. 1, January - March 202 4
Incorporation of educational technology for teaching effectiveness of student teachers.
18
Perez, A. (2021). Impact of educational technology on university
students' motivation and participation. Educación Superior,
49(5), 101-116.
Perez, J. (2019). Evaluating the effectiveness of educational
technology in university teaching: A student experience-
based approach. Innovación Educativa, 19(3), 87-104.
Ramirez, C. (2020). Educational technology and effectiveness in
university teaching: A case study in a higher education
institution. Educación Superior, 48(4), 67-82.
Ríos, S. (2018). Teachers' perceptions of the effectiveness of
educational technology in university teaching. Journal of
Research in Educational Technology.
Rodriguez, J. (2018). Impact of educational technology on the
formation of competencies in university students. Journal of
Research in Educational Technology, 6(4), 156-172.
SENESCYT. (2021). Reconversion of Ecuador's public higher
technical and technological education. Secretariat of Higher
Education, Science, Technology and Innovation.
Soto, A. (2019). Teachers' perceptions of educational technology
integration in university teaching. Journal of Educational
Innovation, 15(4), 121-136.
Torres, C. (2020). Use of educational technology and its impact on
knowledge retention in university students. Innovación
Educativa, 20(4), 189-204.
Vargas, L. (2018). Educational technology and effectiveness in
university teaching: A perspective from teachers. Journal of
Educational Research, 36(4), 645-660.
Velázquez, R. (2019). Evaluating the effectiveness of educational
technology in skill formation in university students. Journal
of Educational Innovation, 15(5), 149-164.
Zúñiga, D. (2020). Use of educational technology and its relationship
to academic achievement in college students. Innovación
Educativa, 20(6), 273-288.
Zúñiga, J. (2021). Teaching effectiveness through educational
technology at the university. Journal of Research in Higher
Education, 28(2), 112-126.
