Teachers' perception of the use of ICT in the development of reading in Basic Education students at the Tres de Julio Educational Unit

Abstract

This article analyzes teachers' perceptions of the use of Information and Communication Technologies (ICTs) in the development of reading among elementary school students at the Tres de Julio Educational Unit, located in El Carmen, Ecuador. The study responds to the need to understand how teachers integrate technological tools into their teaching practices and how they assess their impact on reading learning. A quantitative, descriptive, field research approach was used with a sample of nine teachers. Data was collected through a structured survey with a Likert-type scale and statistically analyzed using descriptive techniques. The results show a positive perception of the use of ICTs, especially regarding reading motivation and comprehension. However, limitations are also identified in access to technological resources and in specific teacher training. The most common practices include the use of videos, interactive stories, and recreational digital activities, while the use of digital platforms and electronic devices is less common. It is concluded that, although there is a strong teacher disposition, it is essential to strengthen training and design contextualized pedagogical strategies to achieve effective integration of ICTs in reading instruction.