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Sinergias educativas

April - June Vol. 9 - 2 - 2024

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eISSN: 2661-6661

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Innovative Educational Practices

Mediated by ICT: Impact on the Quality

of the Teaching-Learning Process

Prácticas Educativas Innovadoras Mediadas por las

TIC: Impacto en la Calidad del Proceso de Enseñanza-

Aprendizaje

Somaris Fonseca Montoya

Martha María Fernández Rodríguez

Aldo Maino Isaías

Abstract

Innovative educational practices represent a dynamic and adaptive

approach to 21st century education. This article aims to analyze the

impact of innovative educational practices mediated by Information

and Communication Technologies (ICT) on the quality of the

teaching-learning process; for this purpose, a literature review was

conducted, different approaches and strategies that integrate ICT in

the classroom were examined, and the benefits and challenges

associated with the implementation of innovative educational

practices in different educational environments were analyzed. The

research followed a qualitative methodology, an exploratory study

and a literature review were conducted to obtain information related

to innovative educational practices and their impact on the quality of

the ASP; a variety of research methods, techniques and instruments

were used to achieve the objective of the study.

PhD. Instituto Superior Universitario Espiritu Santos,

Ecuador, https://orcid.org/0000-0003-0070-9741,

sfonseca@tes.edu.ec

PhD. Instituto Superior Universitario Espiritu Santos,

Ecuador, https://orcid.org/0000-0002-4765-7419,

mmfernandez@tes.edu.ec

PhD. Instituto Superior Universitario Espiritu Santos,

Ecuador, https://orcid.org/0000-0002-8759-6462,

amaino@tes.edu.ec

Article

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Keywords: educational innovation, Information and

Communication Technologies (ICT), educational quality.

Resumen

Las prácticas educativas innovadoras representan un enfoque

dinámico y adaptativo para la educación del siglo XXI. Este artículo

tiene como objetivo analizar el impacto de las prácticas educativas

innovadoras mediadas por las Tecnologías de la Información y la

Comunicación (TIC) en la calidad del proceso de enseñanza-

aprendizaje; para ello se hizo una revisión bibliografica, se

examinaron diferentes enfoques y estrategias que integran las TIC

en el aula, y se analizó los beneficios y desafíos asociados con la

implementación de prácticas educativas innovadoras en diferentes

entornos educativos. La investigación siguió una metodología

cualitativa, se realizó un estudio exploratorio y de revisión

bibliográfica; para la obtención de información relacionada con las

prácticas educativas innovadoras y su impacto en la calidad del PEA;

se utilizó variedad de métodos, técnicas e instrumentos de

investigación, los que permitieron alcanzar el objetivo del estudio.

Palabras clave: innovación educativa, Tecnologías de la

Información y la Comunicación (TIC), calidad educativa.

Introduction

In a world characterized by rapid technological advances and social

change, education faces the challenge of preparing students for an

uncertain and complex future. In this context, innovative educational

practices emerge as a vital response to promote meaningful learning

and the development of relevant skills for the 21st century.

The United Nations Educational, Scientific and Cultural

Organization (UNESCO, 2020a), in Goal 4 for Sustainable

Development of Quality Education, states to ensure inclusive,

equitable and quality education by helping countries to mobilize

resources and implement innovative and contextually appropriate

solutions to provide distance education leveraging high, low or no-

tech approaches.

In relation to this, the GEM 2023 Report on Technology in

Education argues that the use of technology in education worldwide

must be through the lenses of relevance, equity, scalability and

sustainability. They believe that education systems must always

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ensure that the interests of learners are placed at the center and that

digital technologies are used to support education based on human

interaction rather than replacing it; and focuses on how to improve

quality, both in the teaching and learning of basic skills and in the

development of the digital skills needed in everyday life (UNESCO,

2023).

This indicates the need for a careful integration of ICTs in the

teaching-learning process to maximize their potential, and the

importance of adopting a holistic and collaborative approach to

foster innovation and improve the quality of education. Developing

innovative practices in the teaching-learning process entails an act

of analysis and reflection by the teacher in relation to the student, his

or her characteristics, needs and learning styles; and a critical and

self-critical evaluation of his or her pedagogical practice,

potentialities and needs to incorporate in his or her actions the

appropriate and responsible use of various strategies, procedures

and/or technological tools, with the purpose of achieving quality in

the teaching-learning process.

The purpose of this article is to analyze the impact of innovative

educational practices mediated by Information and Communication

Technologies (ICT) on the quality of the teaching-learning process,

based on the literature consulted.

Educational innovation currently plays an essential role in any

educational system and is a key element to achieve quality

education. In this regard, the (UNESCO, 2016)considers that

educational innovation is a deliberate and planned act of problem

solving, which aims to achieve higher quality in student learning,

overcoming the traditional paradigm. It implies transcending

academicist knowledge and moving from passive student learning to

a conception where learning is interaction and is built among all.

Zaltman et al. (1973) propose a concept of innovation that addresses

three interrelated dimensions; first, he describes innovation as an

invention, which implies a creative process by which two or more

existing concepts or entities are combined in a novel way to produce

a previously unknown configuration. Secondly, he states that

innovation is the process by which a novel idea becomes part of a

user's cognitive state and behavioral repertoire; in the third

dimension, he mentions that innovation is an idea, practice or

material artifact that has been invented or considered as novel,

regardless of whether it has been adopted or not (Margalef &

Arenas, 2006)..

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According to this approach, the first dimension highlights the

creative aspect and the generation of something new from pre-

existing elements; that is, innovation as invention underlines the

need for creativity in the process of developing new ideas and

solutions. It then presents innovation as a novel idea that is part of

the user's cognitive state and behavior; it stresses the importance of

understanding how innovation diffuses and becomes part of

everyday practice. The last dimension, according to Zaltman et al.

(1973) and as understood by the authors of the present study,

emphasizes the intrinsic nature of innovation, regardless of its

commercial success or market adoption. It recognizes that

innovation can exist even if it is not widely implemented or adopted.

The interconnection of these aspects highlights the complexity and

multidimensionality of the phenomenon of innovation; for these

authors, to innovate is to invent, to produce something new or novel;

however, for other authors, innovation refers to any change that

generates value; as stated by Mulet (2014) cited by (Estrada,

Escalona, Santiesteban, & Pérez, 2020). "to innovate is to use

knowledge and generate it if necessary, to create products, services

or processes that are new for the company or entity, or improve

existing ones, thereby achieving success in the market".

In relation to educational innovation, Retamero (2010) cited by

(Estrada, Escalona, Santiesteban, & Perez, 2020)states that it should

be something more than "that new thing that teachers do in class,

such as using computers, holding debates, etc.", or changing for

younger teachers, or stop using guide texts for fabulous computers,

and referred that innovating is also thinking critically, changing the

participatory context for a better one, creating classroom or

extracurricular environments, creating group learning (creating a

community of educational work) as well as individual or improving

the relationships that exist between teachers and students.

In this study, the approach of Retamero (2010) is shared, since the

authors of this study consider that educational innovation is not

limited only to the introduction of new methods, techniques or

approaches in the teaching and learning process. This implies a

reflection by the teacher on the characteristics, needs and potential

of the students, as well as a critical and self-critical evaluation of his

or her teaching practice, identifying both strengths and areas for

improvement. In this way, the teacher can creatively and responsibly

integrate the use of advanced technology, adopt alternative

pedagogical approaches, foster interdisciplinary collaborations and

apply evidence-based practices in his or her pedagogical work.

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According to Estebaranz, 1994 cited by (Estrada, Escalona,

Santiesteban, & Pérez, 2020)innovation should be understood as "a

change planned by the school or educational center itself that affects

people in their professional development as well as the organization

(organizational development) and teaching (curricular

development)".

The approach that innovation in education should be understood as

"a change planned by the school or educational center itself that

affects people in their professional development as well as the

organization (organizational development) and teaching (curricular

development)" is based on an integral and systemic vision of

educational improvement.

From our point of view, this indicates that educational innovation is

not limited only to changes in the curriculum or teaching

methodologies, but encompasses the entire educational system. This

includes aspects such as teacher training, school management,

infrastructure and available resources, among others. Understanding

innovation from a systemic perspective makes it possible to address

educational challenges in a comprehensive and holistic manner.

In summary, understanding educational innovation as a planned

change that affects the professional development of staff,

organizational functioning and the school curriculum makes it

possible to address educational challenges in a comprehensive

manner and maximize the positive impact on the quality of

education. This approach promotes a culture of continuous

improvement and adaptation to the changing demands of society and

the world of work.

Following the perspective presented by (Roman & Lara, 2014),

innovation is revealed as a complex and multifaceted process,

characterized by a diversity of interpretations and approaches that

vary according to the context in which it manifests itself, whether in

political, social, personal or educational spheres.

Background of study: Educational innovation and Information and

Communication Technologies (ICT).

Over the last few years, there has been a significant growth in studies

exploring educational innovation and Information and

Communication Technologies (ICT). These studies have highlighted

how the strategic use of ICTs in education can radically transform

the way teaching and learning takes place. From the integration of

online learning platforms to the development of customized

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educational applications, research in this field has revealed the

potential of ICTs to improve the accessibility, quality and

effectiveness of the teaching-learning process; these studies include:

(Parra & Agudelo, 2020)In their research, they reflect on the

pedagogical practices with the use of Information and

Communication Technologies (ICT) that have been highlighted as

the most significant didactic practices, summarizing that their

transforming character is associated with the potential for innovation

that can be generated from them; they conclude in their work that

innovation fertilizes a creative, critical and open thinking that comes

to life in pedagogical practices.

The approach of Parra & Agudelo (2020) highlights the importance

of pedagogical practices that integrate Information and

Communication Technologies (ICT), emphasizing their

transformative potential and their ability to foster innovation in the

educational environment. Arguing this approach involves analyzing

how ICTs can positively influence didactic practices, promoting

creative, critical and open thinking in students.

The transformative nature of pedagogical practices with ICTs is

supported by evidence that these technologies can enhance

innovation in the classroom and promote creative, critical and open

thinking among students. The effective integration of ICTs in

teaching not only enriches the educational process, but also prepares

students to face the challenges of the constantly evolving digital

world.

On the other hand, (Jiménez, 2020) presents in his research the

features, trends and challenges faced by teachers in their teaching

practices in the 21st century based on the new existing learning

niches. She implements the study in fifty-six Colombian educational

institutions with the objective of identifying the existing forms of

teaching, as well as resizing the role of didactics based on various

investigations implemented by more than seventy teachers. The

main results compiled from the three challenges that characterize the

project: the resizing of teaching strategies, the conceptions of the

curriculum and the teachers' thinking on the use of ICT.

In his research Jiménez (2020) highlights that the educational

environment is undergoing a rapid transformation due to

technological advancement and the expansion of digital resources.

Teachers are faced with an increasing diversity of tools and

platforms that can be used in the teaching-learning process. This

situation poses both opportunities and challenges for educators, who

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must adapt their pedagogical practices to take full advantage of the

potential of these new technologies.

In addition, this research contributes to the understanding of how

ways of teaching are evolving in response to the demands of an

increasingly digitized society. New learning niches, including virtual

spaces, online resources, and interactive tools, are influencing the

way teachers design and conduct their classes. It is essential that

educators recognize these trends and are prepared to integrate them

effectively into their teaching practice.

In relation to this, the authors of the present study consider of great

value the re-dimensioning of didactics in the current context. As

teaching methodologies evolve, it is necessary to review and update

traditional pedagogical approaches to ensure that they remain

relevant and effective in the 21st century. This implies not only

incorporating new technologies, but also promoting a more active,

participatory and student-centered approach to the learning process.

On the other hand, (Sandoval, 2020)develops a study with the

objective of analyzing the integration of ICT tools as a didactic

strategy in collaborative learning in academic training spaces as part

of the rethinking of the teaching practice. The results obtained in this

study show that the educator must assume a new role mediated by

ICTs as opposed to mandatory preventive isolation. Another finding

was the strengthening of the use of ICT in the virtual context of the

classes generated by the educators, giving a new impulse to the

formative process based on significant innovative experiences. The

author concludes that the pandemic generated a disruption in the

educational system, for this reason, the directors of educational

institutions should have as alternatives for effective learning the

model of education in virtual modality as an added value to their

educational proposal in response to the new post-COVID-19

context.

On the other hand, (Parra & Rengifo, 2021)(Parra & Rengifo, 2021)

conducted an analysis of innovative pedagogical practices mediated

by ICT, carried out by teachers of an educational institution in

Popayán - Cauca, (Colombia); concluding that teachers apply

incremental innovation in the classroom, according to curricular

needs and daily praxis, but do not continuously use Web 2.0 tools

and Virtual Learning Environments, to articulate extra-class work;

among the reasons for this situation are connectivity problems,

resistance to change and poor institutional educational management.

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This study demonstrates that, although ICTs offer a transformative

potential in education, their effective implementation may encounter

various challenges. According to the results of the study conducted

by Parra & Rengifo, 202, teachers apply incremental innovation

within the classroom, which suggests that they are open to adopting

new pedagogical practices, but they do so gradually and adaptively.

This gradual approach may be influenced by curricular needs and

daily praxis, where teachers seek to integrate ICT in a coherent

manner with the established educational objectives and the teaching-

learning dynamics present in the school context.

However, the authors point out that teachers do not continuously use

Web 2.0 tools and Virtual Learning Environments to articulate extra-

class work. This situation can be attributed to various factors, among

which connectivity problems, resistance to change and poor

institutional educational management stand out.

(Adoumieh, 2021)develops a research related to the didactics of

language mediated by ICT, based on the problems identified in the

pedagogical praxis where it became evident that students find it

difficult to carry out the didactic transposition of this knowledge. In

addition, there is the scenario of virtual environments and the

increasingly latent reality of how to teach language to digital natives.

After the analysis of technological tools to support language

teaching, Storyjumper was selected as an innovative proposal in the

creation of stories; the results of this research show that students

improved their communicative competence, the skills to manage and

take control over what was developed, the capacity for self-criticism,

teamwork, respect and tolerance for the opinions of others.

In this research, the author demonstrates through the results

obtained, how the incorporation of multimedia resources,

simulations and interactive activities, contribute to the development

of 21st century skills, such as critical thinking, problem solving and

collaboration. Moreover, it allows teachers to cater to different

learning styles and motivate students to explore and discover on their

own.

By developing innovative practices in the teaching and learning

process, using digital tools to research, analyze and communicate

information, students not only acquire academic knowledge, but also

develop fundamental competencies for their academic and

professional future.

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Few studies have been found in Ecuador related to innovative

practices and the use of ICTs in the teaching-learning process;

however, it is worth mentioning the studies conducted by:

(Balladares, 2019)who investigates the existing digital divide in the

country and the need to eliminate it, for this he proposes digital and

informational competencies for an educational digital inclusion both

inside and outside the classroom, in order to seek equal opportunities

of information and knowledge for all. The author asserts in his

research that digital inclusion seeks to ensure educational quality,

considering ICTs as strategic allies for this purpose, and promoting

the development of digital and informational competencies in

teachers.

Similarly, (Granda, Jaramillo, & Espinoza, 2019)analyze what is the

real situation that exists in the Ecuadorian educational environment

regarding the implementation of ICT. Among the main findings is

the existence in Ecuador of a regulatory framework for the use of

ICT in educational activity; however, the implementation of these

technologies is still a task to be fulfilled, since there are limitations

in the technological training of teachers, little use and variety of ICT,

teachers' idleness in their use and persistence of traditional teaching

and learning methodologies.

In this order of ideas, (Pita, Cevallos, & Maldonado, 2021)present in

their research the existence of digital gaps in online education and

its impact on today's society; they address everything related to the

digital divide, i.e. the space that exists between those who have

greater access to technologies and those who do not, as well as the

different causes and consequences of this. With the objective of

diagnosing the current situation of the country, in terms of

technologies, information and digital culture, to determine the needs

according to the social and cultural strata. This leads the authors to a

deep reflection on the transition to digital knowledge, and the

shortcomings and obstacles encountered when making use of it. As

main conclusions, the importance of promoting access to

Information and Communication Technologies is highlighted, not

only through the provision of equipment and connectivity, but also

through technological training, convinced that technological

learning is essential for the development of the country.

These authors address the issue of digital divides and their impact on

education from different perspectives; from our perspective, access

to technological resources and connectivity problems continue to

represent a significant barrier in Ecuador. This situation is especially

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noticeable in contexts where Internet access is not equitable or where

technical limitations hinder the effective use of Information and

Communication Technologies (ICT). In addition, another digital

divide that affects the quality of education is related to the

preparation of teachers to address this challenge. In pedagogical

practice, teachers show insufficient development of digital and

informational competencies, which prevents them from taking full

advantage of available digital tools and applying innovative teaching

strategies that promote meaningful learning in students.

On the other hand, the Ecuadorian Ministry of Education, in its quest

to improve educational quality, coverage and guarantee of rights,

through techno-pedagogical innovation and technological

equipment, connectivity, teacher education and training, has

developed the Digital Education Agenda 2021-2025, which is

considered a public policy instrument aimed at the digital

transformation of education in Ecuador. This agenda allows the

planning, implementation and evaluation of strategies and actions

aimed at the development of Digital Learning and the formation of

Digital Citizenship in all members of the educational community

(students, teachers, educational staff, managers and families). This

document outlines the path to generate the necessary conditions for

the establishment of a community that learns about and through

technological tools in digital environments. (Ecuador, Ministry of

Education, 2021).

Materials and methods

The research follows a qualitative approach and is an exploratory

and literature review research, because its purpose is to analyze the

impact of innovative educational practices mediated by Information

and Communication Technologies (ICT) on the quality of the

teaching-learning process, from the literature consulted.

Among the scientific methods used are: analysis-synthesis, the

hermeneutic method, and the inductive-deductive method, which

allows the authors to collect, analyze and interpret the information

obtained on innovative educational practices mediated by ICTs.

The methodology followed in the research consists of three moments

or stages:

Literature search: A systematic review of scientific studies related to

innovative educational practices mediated by ICTs was carried out.

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The sources are located in bibliographic databases such as: Dialnet,

Digitalia, Esboco, E-Libro, Scopu, Scielo, Redalyc, among others.

Ninety-eight studies were located, but 73 were excluded because

they were not relevant to the research objective. The inclusion

criteria used were:

Publication date: selected studies have been published as of 2018.

Context: Studies developed in the educational context and those

carried out in the region, particularly in Ecuador, are selected.

Type of research: original studies are selected, generally indexed

articles.

Language: All selected studies are published in Spanish.

Organization of the information, in this stage the sources found are

organized in a systematic, logical and chronological manner;

Microsoft Word and Excel programs are used to easily organize the

information by author, title, and contributions.

Finally, the selected sources are analyzed, which allows the authors

to analyze the impact of innovative educational practices mediated

by Information and Communication Technologies (ICT) on the

quality of the teaching-learning process, based on the selected

literature.

Results

The results of the literature review consulted allow the authors to

demonstrate that innovative educational practices mediated by ICTs

have a positive impact on the quality of education as long as they are

used responsibly.

It can be confirmed that innovative educational practices bring a

number of potential benefits, such as increased student interest and

motivation, better academic performance and more effective

preparation for the world of work. However, it also presents

significant challenges, such as resistance to change, the digital

divide, insufficient teacher training, appropriate selection of

technological tools and resources, and the need for educational

policies that support the effective integration of ICT into the school

curriculum. Overcoming these challenges requires a holistic

approach that involves all stakeholders, including educators,

students, school administrators and policy makers.

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In addition, innovation implies the continuous professional

development of the teaching staff; educational institutions must

provide training and education opportunities that enable teachers to

acquire new skills, update their knowledge and adapt to the changing

demands of the educational environment. A planned change in the

school must consider the impact on the professional development of

the teaching staff to ensure its effectiveness and acceptance.

Innovation also has implications for the structure and functioning of

the school organization; this may include changes in staff roles and

responsibilities, resource allocation, organizational culture and

decision-making processes. It is critical that innovation is effectively

managed at the organizational level to ensure its successful

implementation and long-term sustainability.

Another significant aspect found in the literature consulted and with

which we agree is that educational innovation has an impact on

curricular development, since it involves the introduction of new

methodologies, pedagogical approaches, educational technologies

and curricular content. It is important that curricular changes are

aligned with educational objectives and students' needs, and that they

are implemented in a coherent and collective manner throughout the

educational institution.

Innovative educational practices aim to enrich the teaching-learning

process, offering more dynamic, personalized and contextualized

experiences to students; they encompass a wide range of approaches

and strategies, including the use of online learning platforms,

interactive digital educational resources, real-time collaboration

tools, simulations and educational games, among others.

In this context, innovative educational practices that integrate ICTs

have become a fundamental pillar for improving the quality of the

teaching-learning process. Information and Communication

Technologies (ICT) have radically transformed the way teaching and

learning take place.

In consideration of the (United Nations Educational, Scientific and

Cultural Organization, 2017).the introduction of ICTs in the

educational field in recent years has revolutionized educational

processes; they have become didactic tools for the work of educators

and learners, making the management of educational systems more

effective. The Internet provides a variety of resources that facilitate

access to and processing of information that can be transformed into

knowledge. These technologies have democratized education,

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giving opportunities to all people equally, it is a universal path to

knowledge.

The creative and responsible use of ICTs enriches the learning

experience by providing interactive and multimedia tools that

capture students' attention and promote active participation in the

educational process. Digital resources, such as videos, simulations,

educational games and multimedia presentations, offer multiple

ways of presenting information, adapting to different learning styles

and facilitating the understanding of complex concepts.

The Internet, on the other hand, allows students to access high-

quality educational resources from anywhere and at any time,

facilitating self-directed learning and independent study. Online

education platforms and massive open online courses (MOOCs)

have expanded educational offerings, allowing people from all over

the world to access courses taught by renowned experts.

Another benefit of ICTs is that they allow for the personalization of

learning, because they offer adaptive resources and personalized

learning platforms that adjust to the pace and level of each student.

Learning management systems (LMS) allow teachers to monitor

student progress, identify areas of difficulty and provide

individualized feedback, which improves the effectiveness of the

teaching-learning process.

ICTs offer a wide range of tools and resources that can enrich the

teaching and learning process. From interactive applications to

online learning platforms, these technologies provide new ways of

presenting information, encouraging active student participation and

facilitating the understanding of complex concepts.

In addition, the use of ICTs allows educational content to be adapted

to the individual needs of students, promoting personalized and

differentiated learning. By incorporating multimedia resources,

simulations and interactive activities, teachers can cater to different

learning styles and motivate students to explore and discover on their

own.

Another relevant aspect of ICTs is that they promote a culture of

innovation; both teachers and students are inspired to experiment,

explore and create. By using emerging technologies such as virtual

reality, artificial intelligence or 3D printing, unique learning

experiences can be designed that challenge preconceived ideas and

stimulate creativity.

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However, it is necessary to recognize the challenges faced by

teachers in implementing innovative ICT-mediated pedagogical

practices in the teaching and learning process. Although there is a

willingness to innovate, it is important to take into account the

existing barriers, such as connectivity problems, resistance to change

and poor institutional educational management, in order to promote

a more effective use of ICTs in education.

Innovative pedagogical practices require an active willingness on the

part of teachers to explore new methodologies and tools, as well as

to adapt to technological advances; however, there is resistance to

change on the part of some teachers, which hinders the full adoption

of ICTs in the classroom. Lack of adequate training and institutional

support may also contribute to this resistance to change.

Finally, poor institutional educational management can hinder the

effective integration of ICTs into the school curriculum. It is

essential that educational institutions provide the necessary support

in terms of infrastructure, resources and teacher training to promote

the successful implementation of ICTs in the classroom.

Discussion

Innovative educational practices whenever they adopt a holistic

approach that combines technology, pedagogy and collaboration;

prepare students for the future, promote meaningful and

developmental learning, and improve the quality of teaching and

learning.

Innovative ICT-mediated educational practices have the potential to

transform education and improve the quality of the teaching-learning

process. However, their effective implementation requires a holistic

approach and careful planning that addresses both the benefits and

challenges associated with the use of ICTs.

Innovative ICT-mediated educational practices have a positive

impact on the quality of the teaching-learning process. Studies have

shown that these practices can improve student motivation and

engagement, facilitate access to quality educational resources,

promote peer collaboration and foster the development of critical

thinking, problem solving and meaningful learning; but they also

raise challenges and concerns.

The digital divide can exacerbate educational inequalities, as not all

students have equal access to technology and internet connectivity.

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In addition, over-reliance on ICTs can lead to a loss of basic skills,

such as the ability to concentrate and critical thinking, if not used in

an appropriate and balanced manner.

References

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