Estrategias de formación docente para la integración de TIC en el desarrollo curricular de Historia en Bachillerato de la Unidad Educativa Paquisha

Abstract

This study analyzes the impact of teacher training strategies on the integration of Information and Communication Technologies (ICT) into the History curriculum at the high school level in Unidad Educativa Fiscal Paquisha, located in Manta. The research addresses the limited use of active methodologies, the predominance of traditional teaching practices, and the insufficient training of teachers to incorporate technological tools into pedagogical processes. It was conducted under a mixed-method approach, with a descriptive-correlational scope and a non-experimental cross-sectional design. The population consisted of 22 Social Sciences teachers, using surveys and direct observation through questionnaires and observation guides. Results show that, although teachers demonstrate acceptable technical skills in managing virtual platforms, difficulties remain in selecting and aligning digital resources with curricular competencies. Findings highlight that teacher training in ICT fosters the implementation of active methodologies such as Project-Based Learning, gamification, and cooperative learning, contributing to the development of critical thinking, meaningful learning, and pedagogical innovation in History teaching.