Reducing technological illiteracy through teacher training at the Unidad Educativa Pujilí

Abstract

Introduction: In today's digital age, the integration of Information and Communication Technologies (ICT) in education is essential. However, technological illiteracy among teachers represents a significant obstacle to educational quality. This article analyzes how teacher training can mitigate this issue, focusing on the Pujilí Educational Unit. Objectives: The main objective of the study is to examine the reduction of technological illiteracy through teacher training, analyzing various international studies and proposing relevant solutions. The research aims to diagnose the digital skills of teachers and their interest in participating in technological training processes. Methodology: An exploratory-descriptive methodology with quantitative and qualitative approaches was employed. A diagnosis of the digital competencies of 63 high school teachers was conducted through surveys, and a personalized training plan was proposed based on the results obtained. Results: The findings reveal that 68% of teachers lack adequate knowledge regarding the use of technological tools. Despite this, there is a notable interest in improving their digital skills. The training is proposed in modules, addressing tools such as Canva, Google Classroom, and Kahoot, with the aim of fostering a more dynamic learning experience. Competency Diagnosis: The results of the initial diagnosis indicate that many teachers feel comfortable using digital tools but lack specific knowledge about learning platforms. This underscores the need for continuous training tailored to the realities of the educational context. Discussion: The article highlights that ICT training is fundamental for teachers to effectively adopt technological tools. The results show an increase in teachers' confidence and familiarity with digital tools after training. It is evident that technological literacy not only improves educational quality but also reduces social inequalities by empowering teachers and students. Conclusions: The study concludes that teacher training is crucial to address technological illiteracy at the Pujilí Educational Unit. Although teachers show willingness and interest in improving their digital competencies, current training is insufficient. A training model is proposed that not only includes the use of technological tools but also promotes active methodologies and interactive strategies to ensure meaningful learning in the 21st century. Recommendations: It is essential for educational institutions to implement continuous training programs that address both basic and advanced technological skills. Additionally, it is suggested that training be adapted to the specific needs of teachers and conducted within a framework of trust and collaboration between educational institutions and teaching staff. General Area of Study: Education. Specific Area of Study: Pedagogy. Type of Article: Original.