Las TICs y su impacto en la educación inclusiva del Bachillerato General Unificado
Keywords:
TIC, inclusive educatiob, Unified General Baccalaureate, teacher perception, addressing diversityAbstract
The study TICs and their impact on inclusive education in the Unified General Baccalaureate" addresses the specific context of the PCEI Educational Unit in Bahía de Caráquez (Manabí, Ecuador), where students in the Unified General Baccalaureate program are adults aged 18 to 45. These students have diverse occupations, incomplete prior schooling, and, in some cases, cognitive difficulties. The research investigates the actual impact of TICs on inclusive education within this setting. The objective is to analyze how ICTs influence inclusive education at the institution, identifying both their effectiveness and the associated challenges, thereby providing an empirical basis for future policies and pedagogical practices. The methodology employed a census sampling approach involving all seven teachers at the institution (four men and three women), including the principal. A 35-item Likert-scale questionnaire, organized into four factors, was administered via Google Forms. The analysis included descriptive statistics. Results showed a median score of 5 for almost all items, with standard deviations close to 1, indicating a high level of agreement and consistency among the teachers. Mean scores by factor were 4.75 for pedagogical use, 4.85 for addressing diversity, 4.68 for teaching competencies, and 4.45 for training and material needs. Factor analysis confirmed factor loadings exceeding 0.50 and an adequate model fit. In conclusion, the teachers hold a very positive view of ICTs, regarding them as tools that facilitate addressing diversity, personalizing instruction, and fostering the participation of students with special educational needs.
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