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Teacher learning management with the
use of Extraordinary Educational
Services ICTs
Gestión del aprendizaje del docente con el uso de las
TIC de los Servicios Educativos Extraordinarios
Norma Patricia Ulloa Yuve
*
Ember Geovanny Zumba Novay
*
Ana Lucía Tacan Meneses
*
Mónica Alexandra Castelo Reyna
*
Abstract
The objective of the research was the analysis of teachers' learning
management in the use of Information and Communication
Technology Tools (ICT). Specifically, it was developed the
knowledge of the current situation regarding the use of ICT, the
description of each of these and the characterization of the learning
management processes in teachers. It was a descriptive, non-
experimental and cross-sectional research. The results were obtained
from a survey made up of 22 items addressed to teachers of students
with incomplete schooling at the "Amelia Gallegos Díaz"
Educational Unit, which led to the conclusion that technological
tools are an important part of learning management, in addition to
Bachelor of Science in Education, Universidad Politécnica
Estatal del Carchi. Teacher - Researcher at Universidad
Politécnica Estatal del Carchi (UPEC), Tulcán, Ecuador.
norma.ulloa@educacion.gob.ec
https://orcid.org/0000-0001-9406-1397
Master in Industrial and Process Design, Research
Professor- Escuela Superior Politécnica de Chimborazo,
Riobamba, Ecuador. ezumba@espoch.edu.ec,
https://orcid.org/0000-0002-2121-8418
D. in Accounting, Public Accountant and Auditor,
Professor - Researcher at Universidad Politécnica Estatal
del Carchi (UPEC), Tulcán, Ecuador.
ana.tacan@educacion.gob.ec, https://orcid.org/0000-0003-
3942-9798
Teacher - Researcher at Escuela Superior Politécnica de
Chimborazo (ESPOCH), Riobamba, Ecuador.
monica.castelo@espoch.edu.ec, https://orcid.org/0000-
0003-4659-4564
Article
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promoting its development and contributing to the students'
evaluation process. It is recommended to promote the systematic use
of technological tools for the benefit of education for young people
and adults attending this educational establishment.
Keywords: Learning management; ICT; technological tools;
teaching method.
.
Resumen
La investigación tuvo como objetivo el análisis de la gestión del
aprendizaje del docente en el uso de Herramientas Tecnológicas de
la Información y Comunicación (TIC). De manera específica se
desarrolló el conocimiento de la situación actual referente al uso de
las TIC, la descripción de cada una de estas y la caracterización de
los procesos de la gestión del aprendizaje en los docentes. Fue una
investigación descriptiva, no experimental y transversal. Los
resultados se obtuvieron a partir de una encuesta conformada por 22
ítems dirigida a los docentes de estudiantes con escolaridad
inconclusa de la Unidad Educativa “Amelia Gallegos Díaz”, con la
cual se llegó a la conclusión de que las herramientas tecnológicas
forman parte importante de la gestión del aprendizaje, además de que
impulsan su desarrollo y contribuyen al proceso de evaluación de los
estudiantes. Se recomienda promover el uso sistemático de
herramientas tecnológicas en beneficio de la educación para jóvenes
y adultos que asisten a este establecimiento educativo.
Palabras clave: Gestión del aprendizaje; TIC; herramientas
tecnológicas; método de enseñanza.
Introduction
Learning management is characterized by being in constant
evolution where new processes are not only nurtured by the learning
experiences acquired in the classroom (Turnbull et al., 2020)but also
from other environments linked to Information and Communication
Technologies (ICT) and cultural industries (Han, 2020). This
definition of management implies a new way of taking on the
existing realities of teaching (Byram, 2020)The definition of
management implies a new way of assuming the existing realities of
teaching (Byram, 2020), since students must be able to develop
communicative skills to explain and solve problems, understand the
nature of these in order to participate in a democratic society and be
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trained for the work of creating a social life (Ministry of Education
of Ecuador, 2025). (Ministry of Education of Ecuador, 2022).
From the perspective of the Ministry of Education, teachers must
keep abreast of developments and research related to their field of
work, while building and applying scientific knowledge to issues
directly related to their professional environment and practice.
Engaging with students through persuasive communication.
(Alawamleh et al., 2020)provide proactive classroom management
(Nagro et al., 2019), use innovative teaching strategies (Bernad-
Cavero & Llevot-Calvet, 2018) and represent the necessary elements
of educational activities for the benefit of society are essential
aspects of learning management.
On the other hand, the teacher can use different current didactic
resources to deliver lessons inside and outside the classroom
(Sukmawati & Nensia, 2019)among which the following can be
highlighted: digital whiteboards, social networks, virtual
classrooms, audio and video editors, live chats, technological
applications, among others. (Rojas-Segovia & Romero-Varela,
2019).. All these resources require virtual platforms where their
function is to allow the creation and management of complete
courses for the Internet without requiring in-depth programming
knowledge. Structurally, they have different modules that allow
responding to the management needs of educational centers.
The literature has shown that there is a significant relationship
between school technology availability and the use of ICT by
teachers according to the elements that make up teachers' digital
competencies (Mancinas, 2020). Other studies have shown that there
is a direct and positive relationship between the use of the virtual
classroom and competency-based learning in high school students
(Vargas, 2020).. Results of Orosco et al. (2021)showed that students
present a high level of knowledge in areas of digital competencies,
concluding that more than 50% of digital competencies prevail at an
expected level of achievement. The technological tool most used by
students is the computer and they are familiar with this type of
technologies, mainly for the management and manipulation of
information (Salazar, 2020).
The objective of this article was to analyze the learning management
of the teachers of the "Amelia Gallegos Díaz" Educational Unit of
Riobamba in relation to the use of ICT, so that the acquisition of
student learning is really significant. Evidently, there is a significant
digital gap in the education of the current teacher, so it is necessary
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to know their capabilities and limitations, so that the applied
technologies and educational projects are reflected, to see if these
respond and adapt to the demands of students with unfinished
schooling of Extraordinary Educational Services for Youth and
Adults.
Materials and methods
The research was carried out at the "Amelia Gallegos Díaz"
Educational Unit, in the Veloz parish of the Riobamba canton,
province of Chimborazo. It offers an early education level, basic
education and high school. It is a public school, located in the urban
area of the parish of the Sierra school system, with a classroom and
morning schedule. It currently has 67 teachers and 1505 active
students.
The research approach was quantitative, with a field research type,
descriptive in scope, and a non-experimental cross-sectional design.
The study population consisted of 20 teachers of the Educational
Unit, who work with students with incomplete schooling of the
Extraordinary Educational Services for Youth and Adults. The
survey technique and the questionnaire instrument were applied,
which was applied in a face-to-face modality within the facilities of
the Institution. Questions related to learning management and the
application of ICT were evaluated.
Once the results of those consulted were obtained, it was possible to
describe the use of technological tools by teachers towards students
and thus learn about their strengths and weaknesses. For the
processing of the results obtained, a detailed description of the
information collected in the instruments is made. Specifically, the
Excel program was used for the organization, tabulation and
calculations of frequencies and percentages for the data obtained
from the instrument answered by the teachers.
In the present study, the explicit authorization of the authorities of
the institution, teachers and students of the Amelia Gallegos Díaz
Educational Unit of the city of Riobamba was respected. All
participants were informed in writing of the most relevant aspects of
the research by means of the Informed Consent document, which
was submitted to the corresponding authority for the pertinent
purposes.
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Results
The following are the results of the surveys conducted with 130
third-year students
Table 1 shows the results obtained from the surveys conducted with
the teachers of the "Amelia Gallegos Díaz" Educational Unit in the
Veloz parish of the Riobamba canton. To the first question, 35% of
the total respondents indicated that they always select technological
resources according to the reality of the students, 20% indicated that
almost always, 35% indicated sometimes and only 10% answered
that almost never. The second question showed that 50% of the
teachers surveyed plan their learning activities according to the
technological resources available to the students, while 15%
indicated that they consider the availability of technological
resources almost always, 30% do it sometimes and only 5% never.
Regarding the third question, it could be observed that 55% of the
respondents always organize the educational resources provided by
the Ministry of Education for the extraordinary education model,
followed by 20% who indicated that they almost always do so; 15%
indicated that they do so sometimes and the remaining 10% never do
so. In response to the fourth question, it was found that 35% always
use ICT tools to stimulate student learning through the activities they
organize, 15% indicated that they do so almost always, 45%
sometimes and only 5% mentioned that they never do so.
With regard to question five, they reflected that 40% always use the
tools suggested by MINEDUC for their planned classroom activities,
30% indicated that they do so almost always, 10% indicated that they
do so only sometimes, and finally 20% responded that they never use
these tools. To question six, 75% of the teachers responded that they
always conduct their activities using the model for people with
incomplete schooling, while the remaining 25% responded that they
almost always do so. In question seven, the results indicated that
60% of the respondents always seek to determine the cognitive
progress of the students in order to condition the PCA, 25% said
almost always, 5% responded that sometimes, another 5% said
almost never, and the remaining 5% indicated that they never
determine such cognitive progress. The results of the eighth question
showed that 30% of the respondents always evaluate with study
guides for students with incomplete schooling online, 20% said that
they evaluate in this way almost always, while 40% indicated that
sometimes and the remaining 10% indicated that they do not
evaluate their students using this method.
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In response to the ninth question, 30% of the respondents answered
that they always interact with students using Information and
Communication Technologies, while 20% indicated that they do so
almost always. Forty-five percent indicated that they use ICTs in
their interaction with students sometimes and the remaining 5%
indicated that they interact with their students using ICTs almost
never. In response to the tenth question, 45% of the respondents
indicated that they always use ICT tools to guide their students'
meaningful learning, 30% said sometimes, 20% indicated that they
do it almost always, and the remaining 5% answered never. The
results of question 11 showed that 40% always allow students to
contribute ideas in collaborative work groups with ICT tools, 30%
said they do it almost always, 25% said they do it sometimes, and
5% said never. For question 12, 60% said that the teachers always
establish collaborative spaces for students to build their learning.
Fifteen percent mentioned that they do it almost always and 25%
indicated that they establish such spaces sometimes.
Table 1. Surveys conducted with teachers of the "Amelia Gallegos
Díaz" Educational Unit.
1.
Do you select the technological resources in your planning
according to the reality of your students?
Alternatives
Frequency
Percentage
(%)
3.
Do you organize the educational resources that the Ministry of
Education has provided for the extraordinary education model on
its website?
Alternatives
Frequency
Percentage (%)
Always (S)
7
35
S
11
55
Almost always
(CS)
4
20
CS
4
20
Sometimes
(AV)
7
35
AV
3
15
Almost never
(CN)
2
10
CN
0
0
Never (N)
0
0
N
2
10
2. Do you plan
learning
activities based
on the
technological
resources
available to
students?
S
10
50
4.
Do you organize
activities making use of
ICT tools to stimulate
your students' learning?
S
35
35
CS
3
15
CS
3
15
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7
AV
6
30
AV
9
45
CN
0
0
CN
0
0
N
1
5
N
1
5
3.
5. Do you establish the activities with the use of the
technological tools provided by the Ministry of Education
(Teams, Office, among others)?
4. Alternati
ves
5. Frequency
6. Percentage (%)
7.
7. Does it determine the cognitive progress of the students,
with the purpose of conditioning the PCA?
8.
9. Altern
atives
10. Frequency
11. Percentage (%)
12. S
13. 8
14. 40
15. S
16. 12
17. 60
18. CS
19. 6
20. 30
21. CS
22. 5
23. 25
24. AV
25. 2
26. 10
27. AV
28. 1
29. 5
30. CN
31. 0
32. 0
33. CN
34. 1
35. 5
36. N
37. 4
38. 20
39. N
40. 1
41. 5
42.
6. Do you direct the activities against the model of
education for people with incomplete schooling?
43.
44. S
45. 15
46. 75
47.
8. Do you evaluate student performance with online
study guides for students with incomplete schooling?
48. S
49. 6
50. 30
51. CS
52. 5
53. 25
54. CS
55. 4
56. 20
57. AV
58. 0
59. 0
60. AV
61. 8
62. 40
63. CN
64. 0
65. 0
66. CN
67. 0
68. 0
69. N
70. 0
71. 0
72. N
73. 2
74. 10
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9. Do you interact with students using Information and
Communication Technologies (ICT)?
Alternatives
Frequency
Percentage (%)
11.
Does it allow students to contribute ideas in collaborative work
groups for the various learning projects using ICT tools?
Alternatives
Frequency
Percentage (%)
S
6
30
S
8
40
CS
4
20
CS
6
30
AV
9
45
AV
5
25
CN
1
5
CN
0
0
N
0
0
N
1
5
10. Do you guide your students' meaningful learning by
using ICT tools?
S
9
45
12.
Do you establish collaborative spaces for students to
construct their learning?
S
12
60
CS
4
20
CS
3
15
AV
6
30
AV
5
25
CN
0
0
CN
0
0
N
1
5
N
0
0
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Discussion
Information and Communication Technology tools are part of the
learning management elements of each of the surveyed teachers of
the Amelia Gallegos Díaz Educational Unit, which are implemented
as part of the didactic resources. The learning management process
by the teachers of the Amelia Gallegos Díaz Educational Unit is
transversalized by the use of technological tools and consequently
this management process has become more fluid and effective.
Limitations were identified in terms of digital competencies, which
can be improved as the technological process advances and
equipment renewal is achieved. The lack of knowledge, use and
application of ICT in the teaching and learning process is not
adequately developed due to the socioeconomic problems of the
educational environment, which directly affects the teaching and
learning process. The use of ICT tools by teachers in different areas
of learning management revealed that they propose collaborative
work groups for learning projects using ICT tools.
This paper suggests promoting the creation of mechanisms for
teachers of Unfinished Schooling at the Amelia Gallegos Díaz
Educational Unit to promote the use of Information and
Communication Technology tools, since, based on the findings of
this study, the integration of ICT in the management of teacher
learning is still in process.
In addition, it is recommended to motivate the production of
educational didactic material by teachers, in pedagogical projects,
creating activities that make possible the total integration of ICT
tools in the learning management process, since they can be used to
transmit fully elaborated information, demanding answers from the
students that in turn will be reinforced with the traditional styles and,
of course, the knowledge imparted.
It is important to generate plans, projects or workshops that are
directed to the educational authorities of the central government, in
order to implement adequate pedagogical tools that allow a
technological evolution in the teachers and that will be replicated in
the students. It is essential to keep the institution at the forefront in
terms of technology so that it can constantly provide teacher training
processes, and in turn also train students periodically.
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