Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Reading comprehension is an essential skill for the personal and academic development of elementary students. This includes the ability to understand, reflect on and analyze the meaning of the text. The general objective of the study was to improve reading comprehension in basic education students through the use of digital educational resources. The study is quantitative, nonexperimental, exploratory and descriptive. Surveys were conducted with 48 primary school students with informed parental consent and the direct observation technique was used. The results show that students have difficulty grasping the main idea of   the text and that the educational institution lacks technological equipment. For this reason, a digital educational resource with a lesson plan was developed on Google Sites, based on improving reading comprehension, with various topics such as Language and Literature for third year, to create a dynamic and participatory learning environment.

La Unidad Educativa San Antonio de Padua, located in the city of Tulcán, is an institution focused on comprehensive education and defined by a constructivist approach at the Basic Senior, Unified High School, and General Accounting Technician levels. The teaching staff faces pedagogical limitations due to insufficient training in didactic competencies, which restricts the achievement of efficient results in the teaching-learning processes demanded by modernity. This situation leads to a lack of interest in learning among students, affects skill development, and results in low academic performance, consequently impacting institutional pedagogical practice. A virtual learning environment based on a MOOC (Massive Open Online Course) was proposed, aimed at training teachers in didactic competencies in cognitive, procedural, and attitudinal areas, using technological tools in line with the current demands and progress of sciences. A mixed-methods approach was primarily used to diagnose the problem by applying surveys to high school students and teachers regarding their perception of teachers' didactic competencies in classroom work. Data obtained was also verified through a checklist for classroom visits. The results were compared based on students' academic performance, determining that appropriately developed didactic competencies are directly proportional to the outcome of teaching work. Therefore, mastering a range of strategies and didactic competencies is crucial to fulfilling the educational goals oriented toward comprehensive education. The instruments used to collect information revealed different perceptions among students, teachers, and the researcher about the teachers' didactic competencies and their application in educational processes. Regarding cognitive competencies, teachers show significant deficiencies in planning, organization, and research for the development of academic activities, consequently leaning heavily towards the exclusive transmission of content. In relation to procedural competencies, collaborative learning in the classroom is promoted; however, the methodological and didactic strategies implemented are neither innovative nor varied. Concerning attitudinal competencies, teachers demonstrate positive behaviors towards their work, respect, dialogue, and communication. Finally, the modern educator requires extensive training in pedagogical and didactic competencies to improve the teaching-learning processes. 

The objective of this research was to implement a digital tool for the application of the Inventory of Professional Preferences for Young People, an instrument designed in order to explore vocational or occupational interests, based on the RIASEC career theory (Realistic, Investigative, Artistic, Social, Entrepreneurial, Conventional) by John L. Holland, in 201 second-year Baccalaureate students of the Bolivar Educational Unit. This is a mixed cross-sectional investigation, which used three techniques: the interview aimed to four professionals from the Student Counseling Department, focused on analyzing the difficulties that arise in the application, correction and interpretation; a district-level survey for 21 experts in the vocational area, to determine the technological competencies possessed by the professionals of said agency; and a quasi-experimental observation to contrast the originally manual enlargement versus a digitalized one. From the results achieved, it can be demonstrated that there is great opposition between the manual and digital process, despite the fact that in both ways the objective related to vocational and professional guidance is met. The first process is extensive and in some cases denotes negative emotions, while the digital application reduces the application time, and eliminate factors such as the student influx, the oblivion of response alternatives, the need of external assistance (support pedagogue) to students with specific educational needs and the costs. For professionals, it mitigates anxiety and stress in obtaining results, and optimizes the human contingent. 

In the world there are several pedagogical approaches and currents that adapt or change to current contexts in response to sociocultural evolution, technological advances and regional needs, typical of the educational community. The present exploratory research was carried out under a mixed approach, and aims to design a teaching guide based on the TPACK Model (Technological, Pedagogical and Content Knowledge), which identifies the necessary knowledge that teachers must have, in order to improve the teaching-learning process, through the appropriate integration of technologies for teaching the subject of Statistics. The research was done in a higher education institution in the Ecuadorian Amazon. Within the statistical process of validation of results of the 151 students surveyed, was carried out the calculation of Cronbach's Alpha, obtaining a coefficient of 0.89 of the 36 variables under study, and the calculation of the correlation matrix was also carried out, which made it possible to determine that there is no presence of redundant variables, and demonstrate the need for strengthen the digital skills of Statistics teachers, specifically in the management of specialized software and the effective integration of technologies in classes. The application of a teaching guide based on the TPACK model, designed in response to the identified requirements, represents a viable solution to improve the teaching-learning process of Statistics in the institution under study. By combining technological, pedagogical and content knowledge, this guide seeks to enhance the use of digital tools and effective pedagogical techniques in the teaching of this subject.

The virtual learning object was created as an educational tool designed to foster learning. Although teachers employed various strategies and activities to develop key competencies related to climate culture, the use of digital resources and tools in teaching climate change was limited. For this reason, the study focused on proposing a virtual learning object to teach climate culture in the field of natural sciences, aimed at third-level students of the Instituto Superior Tecnológico Vicente León from Latacunga. The methodology used was mixed, descriptive, and non-experimental, involving 75 students and 8 teachers. Surveys and pretest and posttest evaluations were conducted to collect data. Canva was chosen for designing the virtual object, through five interactive units on climate culture structured, titled Learn About Climate Change, considering aspects of functionality, technology and interactivity. The results showed that students were able to identify various topics related to climate change, they reached an average score of 6,78/10 in the initial evaluation and improved to an average of 7,69/10 in the posttest evaluation. It was demonstrated that the virtual learning object facilitated the acquisition of knowledge dynamically and specifically, contributing to the differentiation of concepts related to climate change and the development of specific skills in the context of sustainable development. 

In the city of Tulcán, the San Antonio de Padua Educational Unit offers training at three educational levels: Higher Basic, Unified Baccalaureate and Technical in Accounting and Administration, where flexibility to adapt to the changes demanded by today's society implies assuming transformations in methodologies. didactics applied by teachers, in relation to the design of pedagogical activities using digital tools in training processes. The starting point was the evident use of technological tools by teachers in times of pandemic as a means in and for teaching. This allowed the analysis of a new training paradigm incorporating online Web 2.0 tools in the design of new teaching strategies for the development of transversal skills. The mixed methodology used in the research was carried out from the diagnosis of the problem through surveys applied to high school students and educators, regarding knowledge, mastery and use of Web 2.0 in academic activities. The analysis of results allowed us to propose the pedagogical proposal that directed efforts in the development of meaningful educational environments, using didactic strategies such as the “WebQuest” during classroom work and “Remembering knowledge” as an alternative for diagnostic evaluation; alternatives that require the search for information, research, communication, creativity, collaboration, construction, as axes that promote and motivate learning. It is concluded that the teaching strategies designed and used in a planned manner, inserting technological tools, strengthen the development of transversal competencies in students, improve teaching work and contribute to the comprehensive training process.

The research addressed the teaching and learning of mathematics in primary education, with a particular focus on problem-solving, identified as a difficulty for students. The objective was to propose the use of GeoGebra as a didactic resource to address this difficulty in fourth-grade students of Basic General Education at the Bolívar Educational Unit in Tulcán. The methodology included a mixed approach of quasi-experimental design of the pre-experimental type, with a pretest-posttest design in three groups, without a control group. Interviews with teachers and surveys of students were conducted to understand their perspectives and prior skills with GeoGebra. Pretests and posttest were carried out, the first in conventional classes and the second, using GeoGebra; problem-solving was evaluated based on specific phases and metrics. Normality tests, one-way ANOVA, and N-Gain were calculated to determine the difference between groups. The results indicated that teachers see the need to use GeoGebra and that students have difficulties in problem-solving due to reasoning problems. Students expressed not having used GeoGebra, but showed interest in its use. The data were parametric, and there were no significant differences between groups. However, an improvement was observed between pretest and posttest scores, although no significant differences were found between phases and scores. In conclusion, the use of GeoGebra is shown as a positive resource for learning mathematics. 

Contemporary education integrates information and communication technologies in the pedagogical process; an alternative to integrate these aspects is the technological, pedagogical and content knowledge model. The objective of this study was to propose the use of TPACK in teaching Chemical stoichiometry to second-year high school students at the Tulcán Educational Unit. The TPACK model, its components and the parameters involved in the teaching-learning process of Chemistry were addressed. A quasi-experimental design was used with a quantitative, exploratory, correlational and transversal approach. There was an experimental group of 28 students and a control group of 24. A pretest and a posttest were applied to analyze the statistically significant differences when using the model in teaching. Validated instruments were used at a quantitative level using Cronbach's Alpha coefficient and at a qualitative level with the opinion of experts in education and technology. The results showed that the use of the TPACK model led to improvements in student performance, with a bilateral significance, lower than the significance level of 0.05 (alpha). A proposal was generated based on the use of technological tools for teaching Chemical stoichiometry. The possibility of replicating this approach in a greater number of Chemistry topics or other subjects in the future is suggested. 

Traditional English teaching methods present limitations that are aggravated by the lack of digital skills in both teachers and students. In Ecuador, this situation contributes to the low performance in this matter at the national level. Therefore, the objective of this study was to implement Genially in the teaching-learning process of English of students from an educational unit in Tulcán, in order to improve their linguistic skills. A mixed and causal approach was used, combining field and documentary methods, with a pre-experimental quasi-experimental design. Pre-Test and Post-Test were administered to 80 students. The methodology included interviews with teachers and surveys with students to evaluate their English skills. Statistical tests such as Shapiro-Wilk, Student's t for paired samples, correlation analysis and the N-Gain formula were carried out. The results revealed low digital skills in both students and teachers, as well as a general lack of knowledge of digital tools such as Genially, which resulted in no use of them in classes. In conclusion, the skills evaluated showed a significant improvement aft’r the intervention with Genially, with an increase of 0.50 points. However, it also highlights the urgent need to train teachers to optimize its use and effectiveness in the classroom.