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Use of Information and Communication

Technology for Quality Management in the

Classroom

Uso de las Tecnologías de Información y Comunicación

para una gestión de calidad en el aula

Paulina Pauta-Ruales

Universidad Técnica Particular de Loja, Loja, Ecuador

Facultad de Ciencias Sociales, Educación y Humanidades, Carrera Pedagogía de las

Ciencias Experimentales (Pedagogía de la Química y Biología)

pjpauta2@utpl.edu.ec

https://orcid.org/0009-0005-4716-4357

(Received on: 09/08/2023; Accepted on: 30/09/2023; Final version received on: 11/12/2024)

Suggested citation: Pauta-Ruales, P. (2024). Use of Information and Communication

Technology for Quality Management in the Classroom. Revista Cátedra, 7(1), 73-93.

Abstract

The purpose of this study was to analyze the use of Information and Communication

Technologies (ICT) for quality classroom management at the Doctor Eduardo Mora Moreno

High School in Loja, Ecuador. It was developed in the positivist paradigm, with quantitative

approach, in a field research type with descriptive level, non-experimental transectional

design with a population and census sample of fifteen (15) tenured teachers in classroom

functions. To collect the information, an instrument containing twenty-four (24) items with

response alternatives on an estimation scale (always, almost always, sometimes, almost

never and never) was designed; it was subjected to content validity using the expert

judgment technique and reliability with Cronbach's Alpha internal consistency method,

where the result obtained was 0.92, indicating that the instrument presented strong

reliability. For data analysis, descriptive statistics were used to obtain information from

classroom teachers regarding the use of various ICT tools. In spite of the permanent training

offered by the governing body, it was concluded that the classroom management of the

professionals does not attend to the stages of planning, organization, leadership and

evaluation with the use of ICT, which limits the achievement of educational quality in terms

of equity, effectiveness and efficiency.

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Keywords

Digital literacy, educational quality, education, ICT, teaching.

Resumen

El presente estudio tuvo como objetivo analizar el uso de las Tecnologías de Información y

Comunicación (TIC) para la gestión de aula de calidad en el Colegio de Bachillerato Doctor

Eduardo Mora Moreno en Loja, Ecuador. Se desarrolló en el paradigma positivista, con

enfoque cuantitativo, en un tipo de investigación de campo con nivel descriptivo, diseño

no experimental transeccional con una población y muestra censal de quince (15)

docentes titulares en funciones de aula. Para recolectar la información se diseñó un

instrumento contentivo de veinticuatro (24) ítems con alternativas de respuesta en una

escala de estimación (siempre, casi siempre, algunas veces, casi nunca y nunca); el cual

se sometió a la validez de contenido utilizando la técnica juicio de expertos y la

confiabilidad con el método de consistencia interna Alpha de Cronbach, donde el

resultado obtenido fue 0.92 señalando con ello que el instrumento presentó fuerte

confiabilidad. Para el análisis de los datos se utilizó la estadística descriptiva que permitió

obtener información de los docentes de aula en cuanto al uso de diversas herramientas

TIC. A pesar de la capacitación permanente que ofrece el ente rector se concluyó que la

gestión de aula de los profesionales no atiende a las etapas de planificación, organización,

liderazgo y evaluación con el empleo de las TIC lo que limita el logro de la calidad

educativa en cuanto a equidad, eficacia y eficiencia.

Palabras clave

Alfabetización digital, calidad educativa, enseñanza, TIC.

1. Introduction

Nowadays, progress in all areas of life allows us to see the so-called ICT in every individual

and collective activity carried out by human beings in the personal, family, social,

community and work spheres. In education, the application of these tools in an adequate

way will allow to obtain the advantages to go from being the information society to the

knowledge society. In this regard, Pacheco (2011) states that:

We live in a technological culture that is advancing day by day and that

marks in a matter of months a rapid obsolescence of many skills and the

emergence of others. The impact of this culture is immense as it produces

continuous transformations in economic, social and cultural

globalization, and affects practically all aspects of personal life: work,

commerce, bureaucratic management, leisure and education (p. 2).).

Therefore, the research work entitled Use of Information and Communication Technologies

ICT for quality classroom management focuses on the contemporary educational

environment, specifically in the Doctor Eduardo Mora Moreno High School in Loja, Ecuador.

From this perspective the insufficient and ineffective use of ICT in the classroom by teachers

and the deteriorated infrastructure limits the comprehensive education of students, the

scarce incorporation of ICT in school activities and the lack of Internet access is also a need

that has not been addressed by Ecuadorian government policies. In addition to this, there is

also limited ICT training in this digital era, which poses a significant problem. Given this, it

is required to intensify the use of ICT as a strategy and action that will allow it to be efficient,

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effective, provide relevant and relevant learning; the above is summarized in that there is a

need to provide quality service that is provided as a right of every citizen according to the

current legal system in this nation.

In this sense, the present field research with descriptive level intended to analyze the use of

ICT for quality classroom management in the Doctor Eduardo Mora Moreno High School in

Loja, Ecuador. This leads to the identification of the current situation in the use of ICT by

teachers, and the description of the necessary steps for effective classroom management

with technological tools. The question that guided the research was: could the integral

education of students be improved if teachers used ICTs effectively in classroom

management? In this context, the idea is proposed that an efficient and consistent use of

ICT by the teaching staff would allow a better integral formation of students, by facilitating

an adequate classroom management supported by technological tools.

This article is divided into six sections: review of various sources with which the theoretical

framework was constructed, composed of the background, the theoretical bases with the

perspective of various authors to support the procedure to be executed; the methodological

framework; with details of the nature of the research, in terms of the paradigm, approach,

type and design selected to respond to the proposed objectives. The population, data

collection technique and instrument, validity and reliability procedures were mentioned, in

order to proceed to the data analysis with descriptive statistics. For the analysis and

interpretation of results, the instrument was applied to thirty (30) teachers who were the

primary source of the research. The analysis of the data was carried out according to the

frequency and percentage obtained in each item, the tendency of each group was

interpreted according to the indicators of each dimension of the variable; likewise, the

results were contrasted with the theory that supported the research. Conclusions were

drawn in response to the stated objectives, then recommendations were formulated for the

target population of the study regarding the use of ICT for quality classroom management

at the Doctor Eduardo Mora Moreno High School in Loja, Ecuador. Finally, references and

annexes were presented.

2. Literature review

With technological advances in the order of the day, the use of computers and equipment is

practically a daily activity in this 21st century; a premise that schools must consider when

designing plans and curricula, since, more than complying with government policies on the

subject, it is a matter of integrally educating each citizen. When referring to the subject,

Ayala and Gonzales (2015) indicate that technology is "used to: create, store, exchange and

process information in its various forms, such as: data, voice conversations, still or moving

images, multimedia presentations and other forms, including those not yet conceived" (p

28). Therefore, he considers that the incorporation of ICT in society and, in particular, in the

field of education has been acquiring increasing importance and has been evolving over the

last few years. It invites each classroom teacher to use various tools to capture the student's

interest, while creating a positive and constructive learning environment.

Therefore, according to the aforementioned source, the use of ICT in education has

increasingly become a necessary and determining element in the achievement of

educational quality. The presence of computers in the classroom, more than fulfilling a

requirement or fashion, requires being a means and resources for teaching and learning, it

is about the integral formation of the student. Indeed, it is important to promote the use of

ICTs in the classroom, as Díaz-Barriga (sf) mentions, "nowadays, education cannot be

disassociated from, and denied the support of, ICTs" (p. 4). Thus, from this perspective, it is

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interpreted that any reform or effort to improve education as a process necessarily

demands intensifying the use of various technological tools in the so-called classroom

management that requires:

 Training in the Use of ICT: From the perspective of the Ministry of Education in

Ecuador, a relevant aspect for quality teacher management is the use of ICTs; therefore, the

teacher professional performance standard implies guiding, supporting and monitoring the

action of the groups of actors that make up the National Education System for its continuous

improvement. To this end, ongoing training is a state policy that seeks to update teaching

professionals so that they can implement various ICT tools in their teaching practice, within

the framework of disciplinary, pedagogical and professional ethics aspects that teachers

must show in order to develop a quality teaching and learning process.

 Digital literacy: for López de Ramos et al. (2022) "must possess a set of specific

knowledge and skills that allow them to search, select, analyze, understand and manage the

enormous amount of information accessed through new technologies" (p. 161). ICTs have

acquired great relevance in the educational context, offering multiple opportunities to

improve the quality of teaching and learning. In the era of digitization, ICTs have become a

crucial factor in all areas of life, including education. ICT can provide invaluable resources

to improve learning and teaching, but its effective implementation is not an easy task in

Ecuador. It must be strategic and address multiple aspects to be effective.

To create learning environments enriched with the use of ICTs, it is essential to intervene

at two levels within educational institutions. At the first level, it is essential to comply with

the five fundamental axes: institutional management, ICT infrastructure, ICT coordination

and teaching, teachers from other areas and digital resources. These axes form the basis for

an efficient and effective integration of ICT in educational processes and teaching. It is not

enough to have the technology available; it must be incorporated in a deliberate manner,

and focused on teaching practice and institutional culture. At the second level, the authors

discuss the SAMR model, which provides teachers with a clear structure for understanding

how ICT can transform traditional learning environments and can be understood as

"educational environments that significantly expand students' possibilities for the

transmission of knowledge and development of skills, abilities and attitudes" (Méndez,

2012, p. 201). It focuses more on explaining the characteristics of activities that incorporate

technologies with the purpose of classifying them by levels according to how they enhance

or transform educational tasks. The model of technology integration in education is

described as follows. According to Ferreres (2011)

The new social and informational landscape defined by ICTs demands a

change in the traditional educational conception and in the roles that

teachers and students have been playing in the classroom. The new

educational idea is based on training a citizen with the ability to learn

throughout his life and on a new teaching methodology where the

student changes his traditional role of passive receiver of information for

a new role that allows him to develop active tasks of exploration and

search for information guided and facilitated by the teacher (p. 4).

Effective ICT integration, according to Cevallos et al. is not a single event, but a continuous

and progressive process. It is essential to consider these levels in the design of pedagogical

interventions with ICT to maximize their potential to improve the quality of education. On

the other hand, the disinterest of students in certain subjects can represent a challenge for

teachers in the transmission of knowledge, so seeking new methodologies that include ICT

is essential, especially considering the familiarity of students with these technologies from

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an early age. However, the lack of ICT skills of some teachers may limit their

implementation. The reluctance of some teachers to integrate ICT into their teaching and

the lack of motivation of students are consequences of the limited use of technology. The

use of technological tools, such as Google Drive, WhatsApp, PowerPoint, Prezi, Slide Share,

Educaplay and Edmodo can enhance learning by enabling communication and information

sharing by providing engaging educational content that can be accessible from home

(Cevallos et al., 2020, pp. 86-93).

They are also a crucial tool to foster the formation of digital citizens with ethical and

participatory skills in the online society. In this context, UNESCO (2019) points out that.

The effective incorporation of ICT in the classroom has the potential to

transform pedagogy and empower students. To this end, the continuous

training and updating of teachers in ICT competencies is essential,

enabling them to guide students in acquiring skills related to the

knowledge society (p. 1).

In response to this challenge, UNESCO has developed the ICT Competency Framework for

Teachers, which aims to guide the initial and ongoing training of teachers in the use of ICTs

in the education system. This framework advocates for strong political commitment and

sustained investment in teacher education, with initial and ongoing training, tailored to the

context of national and institutional goals, being essential for its successful implementation.

According to UNESCO (2019) the professional development of teachers should be a

continuous process throughout their lives and not a one-off activity. In this sense, three in-

service training policies are proposed in a perspective of teacher learning throughout

professional life.

1. To design in-service teacher training articulated to professional

competencies and student learning.

2. Organize in-service teacher training through training itineraries

corresponding to the roles of teacher, director and trainer.

3. To develop a decentralized model of training and regional

participation (pp. 3-4).

These three phases are essential to ensure that teachers can acquire and effectively apply

digital competencies in their educational practice, with the aim of improving teaching and

learning, and forming citizens capable of thriving in the knowledge society. Pacheco (2011)

"points out that we currently live in a technological culture that is advancing day by day and

that marks in a matter of months a rapid obsolescence of many skills and the emergence of

others" (p. 127). The impact of this culture is immense, producing continuous

transformations in economic, social and cultural globalization, and affecting practically all

aspects of personal life: work, commerce, bureaucratic management, leisure and education.

For these reasons, technology urgently requires learning to live with it and to use its

undoubted benefits.

Education in the 21st century focuses on learning to learn, therefore, in a new educational

system, implementing ICT is viable and relevant. Navarrete (2018) taking into account these

basic clarifications indicates that.:

ICTs are means (applications) and not ends; they are tools that facilitate

learning and the development of competencies.

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ICTs are generators of information and not of knowledge; of course, with

proper mediation, this information can be converted into knowledge; for

this to be so, the information must be analyzed, reflected upon and

evaluated.

In the classroom, ICTs are potential cognitive tools that can help students

expand their intellectual capacities by opening new possibilities for

individual and social development (p. 128).

Therefore, it is important to promote the use of ICT in classroom spaces, as Díaz-Barriga (sf)

mentions, "nowadays, education cannot be disassociated from, and denied its support as a

product of ICT" (p. 4). Thus, from this perspective, it is interpreted that any reform or effort

to improve education as a process necessarily demands intensifying the use of various

technological tools in the so-called classroom management, as follows:

 Training in the Use of ICT: From the perspective of the Ministry of Education

(2012) in Ecuador, a relevant aspect for quality teacher management is the use of

ICT; therefore, in the standard of professional teaching performance, it is implicit to

guide, support and monitor the action of the groups of actors that make up the

National Education System for its continuous improvement. To this end, ongoing

training is a state policy that seeks to update teaching professionals so that they can

implement various ICT tools in their teaching practice, within the framework of

disciplinary, pedagogical and professional ethics aspects that teachers must show in

order to develop a quality teaching-learning process.

 Didactic material: Morales (2012) defines as the:

Set of material means that intervene and facilitate the teaching-learning

process. These materials can be both physical and virtual, they assume as

a condition to awaken the interest of the students, to adapt to their

physical and psychological characteristics, and to facilitate the teaching

activity by serving as a guide; likewise, they have the great virtue of

adapting to any type of content (p. 10).

2.1 Classroom management

Educational management assuming the perspective of Ramírez-Orozco (2016) points out

that management is a "process of organization and administration of resources to achieve

organizational objectives through efficient management and where the educational

manager leads and directs his teams towards the goals of the organization, motivating,

stimulating, evaluating" (p. 5). It implies, then, leading the work in the institution itself, but

also in relation to the environment.

Seen in this way, educational management has aspects related to the work of the manager,

but also in the classroom, with a teacher who is called to be proactive, updated and assume

his or her classroom management towards the achievement of quality in teaching and

learning for the benefit of the integral formation of the student and quality management in

the classroom. This also requires fostering meaningful learning experiences, making

efficient use of available resources to train not only in theoretical content, but also in

practical content. Indeed, classroom management is the implementation of a series of

policies, guidelines and programs that govern a country and seek to streamline teaching and

learning for the benefit of all stakeholders involved. In the words of Villalobos (2011)

It develops between the interactions between the subject who teaches

and the subject who learns in a micro society that is the classroom or the

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place where these interactions take place. Within this, the construction

of meanings and new knowledge from the effective transfer of official

curricular proposals to practice plays a preponderant role (p. 5).

In other words, classroom teacher management is derived from or has its framework of

action in a series of educational guidelines and policies that should permeate their

performance, their pedagogical practice manifested in a series of stages inherent to teaching

and learning, namely developing planning, organization, leadership and evaluation.

1. Planning: for Carriazo et al. (2020) it is understood as "selection and organization

of all curricular activities of the institution, based on objectives and human,

economic and material resources, the interest and needs of the educational

community, and the time available" (p. 88). Therefore, it is a theoretical model for

future action. It begins by establishing the necessary plans to achieve them in the

best possible way, it is necessary to be specific, to know where to go, how, when and

with what. In the educational field, it is related to national and jurisdictional

educational policy decisions, and to institutional contextualization, thus allowing

the design and programming of its teaching practice not to be an isolated element,

but at the same time respecting the independence and professional autonomy

necessary for the development of its activity.

2. Organization: in the words of Robbins (2003) expresses how "organization

includes determining what tasks will be performed, who will do them, how the work

will be grouped, and who will report to whom and where decisions will be made."

(p. 114). In other words, it involves determining and establishing the structure,

procedures and resources needed to achieve the objectives established in the

planning.

3. Leading: Evans and Lindsay (2008), state that leadership "is the ability to positively

influence people and systems by provoking a determined attitude, under one's

authority in order to have a significant impact and achieve important results" (p.

212). Therefore, leadership is the ability of a person to influence, motivate, organize

and carry out actions to achieve their goals and objectives involving people and

groups within a framework of values.

4. Evaluate: Díaz and Hernández (2000) "the evaluation of the learning and teaching

process should be considered as a necessary activity, insofar as it provides the

teacher with a self-control mechanism that will allow for the regulation and

knowledge of the factors" (p. 352).

With the aforementioned stages of classroom management, i.e., planning, organization,

leadership and evaluation, the teacher has a range of technological tools that allow him/her

to respond to the needs of the student in a world in which digital scenarios are becoming

more frequent.

2.2 Educational quality

According to the Real Academia de la Lengua (2012), the term quality comes from the Latin

"qualĭtas, -ātis, and this calque from gr. ποιότηςpoiótēs." and refers to the "property or set

of properties inherent to something, which allow us to judge its value." (p. 241). The greater

or lesser quality is produced by the gap or not between the definition of the vertebral

principles and the social understanding of them in the facts, in everyday life. In this sense,

the quality of education according to UNICEF (2020) indicates that:

Under international law, States have a legal obligation to ensure that

educational institutions are safe and conducive to a quality and inclusive

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learning environment. This includes school buildings, classrooms,

libraries, sanitation facilities for both sexes, access to safe drinking water,

availability of materials, recreational spaces, science laboratories,

computers and infrastructure for technology and internet access, etc. (p.

64).

Quality education includes well-nourished students with a supportive family environment,

an educational method with a curriculum that provides the necessary knowledge, a safe

teaching environment, trained and skilled educators. These are a number of attributes for

quality education, focused on the development of students, by producing permanent

changes that at present cannot be disconnected from the use of ICT. There are different

factors that determine the quality of education and depend on aspects such as society itself,

a political stance, the development of science, history and culture. These factors are

classified into human, technological, scientific, cultural, political and economic, and they

contemplate different considerations such as the relevance of studies to the social reality

and educational programmes in relation to their mission, values and what they contribute

to the lives of students. Teachers should also enhance the training of students to innovate

in the classroom and facilitate well-being. Consideration should also be given to sufficient

flow for resources and for adequate and comprehensive infrastructure, the philosophy of

continuous improvement to focus on teaching and learning, the matching of mission, vision

and objectives, and training that enables students to be self-reliant and identify life projects.

Teaching and learning also includes pedagogical methods, evaluation, class size, values and

skills in numbers, literacy, and skills for everyday life, taking into account the following

elements of educational quality. The quality of education focused on responding to the

needs of the environment, for the benefit of the students. According to Barba (2012)

It represents a problem with multiple interpretations, which vary

depending on its incorporation in the structuring of organizational

processes, the constitution of organizational models and its relationship

with the context. Properly, the notion is developed in the business

environment, which, according to the author, responds to issues such as:

efficiency, effectiveness, efficacy, change and flexibility. Together, the

abstraction links the individual, group, organizational and social levels.

(p 13).

Educational quality can be identified from indicators such as: equity, effectiveness and

efficiency to strengthen competencies and skills needed to succeed in a profession and

break the cycle of poverty, according to UNESCO (2016)

Relevant teaching and learning methods and content that are

appropriate to the needs of all learners and delivered by appropriately

qualified, trained, paid and motivated teachers, using appropriate

pedagogical approaches and supported by appropriate information and

communication technologies (ICTs), on the one hand, and the creation of

safe, healthy, gender-sensitive, inclusive and well-resourced

environments that facilitate learning, on the other, are indispensable (p.

30).

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3. Methods and Materials

The research was conducted between September 2020 and March 2021 with a focus on the

use of ICT in quality management in the classroom. The place of study was the Doctor

Eduardo Mora Moreno Bachelor's College in Loja, Ecuador. The research subjects were

fifteen (15) teachers in class positions at this school who voluntarily participated in the

study. Teachers taught different subjects and educational levels providing a diverse

representation of teaching experience.

In order to gather information, the survey was applied as a technique, which is defined by

Busot (2006) “as one that allows to know the opinions and attitudes that people show” (p.

148), and the instrument a questionnaire, which for the quoted author is “a set of questions

regarding one or more variables to be measured” (p. 276). For study purposes, a

questionnaire designed with twenty-four (24) closed items, with alternative responses on

an estimated scale: always, almost always, sometimes, almost never and never, was used to

measure the classroom quality management variables, dimensions in the use of ICTs (item

1 to 10); classroom management stages (item 11 to 18) and elements of educational quality

(item 19 to 24).

A pilot study was conducted on ten (10) teachers, with characteristics and conditions

similar to those studied. Subsequently, the Cronbach Alpha reliability coefficient was

calculated, for having the instrument more than two (2) alternative responses, applying the

following formula:

𝛼 = 𝑛

𝑛 − 1 ∗𝑆𝑡2−∑𝑆𝑖2

𝑆𝑡2

Equation 1. Cronbach's Alpha reliability coefficient.

Α = Reliability Coefficient

St² = Total variance of the test

Si² = Sum of the individual variance of the items

N = number of items of the instrument

It should be noted that the result obtained with the application of this formula was 0.92,

indicating that the reliability of the questionnaire presents high reliability, as indicated by

Ruiz (2002).

N of Cases =

N of

Statistics for

Scale

Mean

Variance

StdDev

Variables

75.1111

62.25

7.8899

Item

Variance

Variances

Mean

Minimum

Maximum

Range

Max/Min

0.8647

0.2778

1.6222

1.333

5.8

0.0591

Reliability Coefficients 24 ítems

Alpha =

0.9274

Standardized item alpha =

0.9243

Table 1. Reliability analysis

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Table 1 details the reliability analysis where 10 cases are considered, as well as statistics

such as the average (75.11) variance (62.25), standard deviation (7.88) of the 24 observed

variables. The variance analysis determines the minimum and maximum and the range

used. The reliability or significance level (Alpha=0.9274) indicates that it is statistically

significant. From the position of Hernández et al. (2014) the purpose of data analysis is to

describe “variables and explain their changes and movements and the characteristics that

make up it are the systematization, intensive use of statistics (descriptive and differential)

based on impersonal variables in data collection” (p. 14).

With this basic argument the tabulation of the data collected in the application of the

questionnaire was processed quantitatively, this provided the necessary automation for the

effective handling of the information obtained. The data were analyzed using descriptive

statistics, representing the information in charts and percentage bar figures, for analysis

and interpretation with the respective theoretical support in formulating conclusions and

recommendations.

4. Results

A 24-item, expert-verified and highly reliable data collection instrument was used in the

present research. The data were summarized in tables and percentage bar charts

addressing various indicators and stages of classroom management. The results were

compared with the theory supporting the research to respond to the proposed objectives

framed in the positivist paradigm to analyze the use of ICT in the educational context.

ALTERNATIVE ANSWERS

For quality management in the classroom,

use ICTs:

Participates in training activities at the

institutional level

Participates in ongoing training

programs in the use of ICTs

Average Values Indicator Training

In the digital literacy of students

In the achievement of competencies

(from the simplest to the most

complex) in the use of ICTs.

Digital Literacy Indicator Average Values

As didactic material in the collective

construction of scientific knowledge.

100

As didactic material in the

development of diverse procedural

contents.

Average Values Indicator Didactic

Material Indicator

As a source of information in the

development of school assignments.

100

As a source of information on various

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Number of teachers= 15

Table 2. ICT Use Dimension

Table 2 shows the responses of 15 teachers interviewed by questionnaire, of which the

response items are: always, almost always, sometimes, almost never and never, for the

questions related to the use of ICT in the classroom, training, literacy and the didactic

material used. In general, the results in Table 2 indicate that teachers are adopting ICTs in

their educational practice.

Figure 2. Percentage of ICT use dimensions

The general trend in the use of ICT for quality management in the classroom is irregular,

with a predominance of "sometimes" responses. This inconsistency may be a barrier to

improving the quality of education through the effective use of ICT at the Doctor Eduardo

Mora Moreno High School in Loja, Ecuador. Greater consistency is needed in training, digital

literacy and the use of ICTs as teaching materials and tools for work. Hence, it is necessary

to enhance ICT in education for this purpose, the following can be mentioned:

On the indication in Figure 2 that precedes the average values of the ICT training indicator,

it is observed that 60% indicates the option sometimes, 27% almost never and 13% almost

always. On this data is evidenced the scarce importance that is given to the teaching training

in the use of ICTs, there is a disadvantageous tendency to prevail the option sometimes,

which is interpreted as an inconsistency in the teacher training that in the words of Sánchez

(2009) “Luckily, they no longer serve only what the books say, since they can learn, more

0% 0%

90%

13% 0% 0%

10%

33%

60%

54%

86%

60%

27%

46%

14%

Almost always

Some times

Hardly ever

Never

Training Intrument for

doing work

Digital Literacy Source of

information

Teaching Materials

topics optimizing the quality of

educational training.

Average Values Indicator Source of

Information

As a tool to facilitate students to do

school work

As a tool for cooperative learning

100

Average Values Indicator Instrument for

Performing work

Average Values Use of ICT Dimension

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and more, by themselves, to raise, plan strategies and solve situations in permanent

transformation thanks to their accessibility to thematic environments” (p 43).

The average results of the digital literacy indicator are as follows: 54% in almost never

option and 46% in the option sometimes, determining that for the majority of teachers

(54%), almost never use ICT for digital literacy, despite the point by López de Ramos (2022)

who emphasizes the purpose of “search, select, analyze, understand and manage the huge

amount of information that is accessed through new technologies” (p. 161). In this case,

such a tendency to deprive sometimes and almost never is a limit to the achievement of

educational quality by the class teacher.

The mean values of the teaching material indicator include 86% in the option sometimes

and 14% almost never, therefore, this discrepancy is interpreted as an unfavourable trend

in the use of new tools in educational management. These results contradict what Morales

(2012) pointed out, who emphasizes that “the teaching material lies in the influence that

stimuli to the sensory organs exert on the person who learns, that is, puts it in contact with

the object of learning, either directly or giving it the feeling of indirect” (p .10).

The results belonging to the indicator source of information is considered a favorable trend,

90% of the subjects of study always answer and 10% almost always apply and use ICT in

the execution of school activities, which is a favourable factor in the pedagogical practice.

The mean values of the instrument indicator for carrying out work, constitutes 60% in the

criterion sometimes, 33% almost always and 7% almost never, so it is evident that the

majority of the subjects of study there is inconsistency, weakness in the use of ICTs as

instruments for performing work. This unfavourable trend limits the achievement of quality

in the teaching practice of the teacher.

It is important to note that the predominance of frequency sometimes in the use of ICT is a

weakness, since in terms of Cabrero (2019) “empowering students: importance of creating

meaningful learning experiences that take into account the students’ ideas. In addition, it

emphasizes attention to diversity with ICT, ensuring equitable access to technologies” (p.

3). The diversity of tools allows to capture the interest of the student and in turn create a

positive and constructive learning environment in the classrooms of the educational

institution.

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Number of teachers= 15

Table 3. Indicator of the dimension for the management of educational quality in the classroom.

Regarding the survey conducted for 15 (fifteen) teachers, there is a general tendency

towards inconsistent and occasional application of the stages of classroom management in

the context of ICT. Planning, this result suggests that there is a need to improve the planning

of ICT use in the classroom. Teachers should consider the use of ICTs in the development of

their educational objectives, and should plan activities and resources that take full

advantage of the potential of ICTs for learning. Organization is positive, indicating that

teachers are recognizing the importance of organizing ICT resources for use in the

classroom. The use of ICT in the classroom will improve teacher leadership by enabling

students to develop critical thinking, problem solving, collaboration and communication

skills. Teachers create engaging and interesting assessments to evaluate, this helps to

maintain student motivation and at the same time measure the impact of ICT use on student

learning, and the results of the evaluations improve their teaching practice.

ALTERNATIVE ANSWERS

For the achievement of educational

quality, in its classroom management:

Plans various activities for

meaningful learning with the use of

ICT.

100

Plans objectives focused on the use

of ICT for educational quality.

Average Values Planning Indicator

Organizes the computer equipment

available in the classroom for the

intensive use of technology in

school work.

100

Organizes didactic resources to

promote the use of ICT in the

classroom.

100

Average Values Indicator Organization

100

Leads the use of ICT as didactic

material in the classroom.

Leads several pedagogical projects

with the use of ICT.

Average Values Leading Indicator

Conducts diagnostic assessments to

determine students' media

competencies

Applies formative assessments to

track student digital literacy goals

Average Values Indicator Evaluation

Average Values Use of ICT's Dimension

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Figure 3. Dimension of the stages for classroom management

When analyzing the results, it can be mentioned that: the results of the planning indicator

are 63% in the option sometimes, 27% almost never and 10% almost always. This is an

unfavorable trend that shows inconsistency on the part of these professionals in integrating

the use of ICTs in planning, a stage that, in the words of Cabrero et al (2020), "considers

what to do, how to do, for what, with what, with whom and when something should be done"

(p. 88).

The average results of the organization indicator are 100% in the criterion sometimes, thus

determining that most of the teachers working in the educational institution are

inconsistent in their professional development of the organization as a stage of classroom

management, so that the lack of implementation or limited compliance undermines the

operational development of educational quality in terms of ICT management. This trend is

unfavorable, since the organization stage is vital, as mentioned by Robbins (2003)

"organization includes determining what tasks will be performed, who will do them, how

the work will be grouped, and who will report to whom and where decisions will be made."

(p. 114).

Leading corresponds to 50% in the option sometimes, 43% almost never and 7% almost

always, which is evident that for most teachers (50%), they sometimes assume leadership

in the performance of activities as part of classroom management, which does not allow the

optimization of their professional performance, since this process corresponds in terms of

Evans and Lindsay (2008) "ability to positively influence people and systems causing a

determined attitude with intentionality to achieve educational quality" (p. 212).

The average values of the evaluation indicator are 80% in the criterion sometimes and 20%

almost never. It is a trend that is interpreted as unfavorable in the application of the stages

of classroom management, since according to the position of Díaz and Hernández (2000) it

"should be considered as a necessary activity, since it provides the teacher with a self-

control mechanism that will allow him/her to regulate and know the factors and problems

that promote or disturb this process" (p. 364).

100

10% 0% 7% 0%

63%

100%

50%

80%

27%

43%

20%

0% 0%

Always

Almost always

Sometimes

Almost never

Never

Planning Organization Lead Assitament

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Number of teachers= 15

Table 4. Elements of educational quality

In Table 4. The equity criterion has a positive result, teachers are recognizing the

importance of equity in the classroom through educational strategies. In terms of

effectiveness, the result is positive, indicating that teachers can help students learn more

about a wide range of topics and develop research and critical thinking skills.

ALTERNATIVE ANSWERS

In its classroom management, it

addresses the following elements of

educational quality:

Equity in educating according to

the individual differences of

students.

Equity so that the educational

service benefits students from the

most disadvantaged social sectors.

Average Values Equity Indicator

Effectiveness in achieving

institutional objectives

Effectiveness in keeping as many

citizens as possible in the

educational system.

Average Values Effectiveness Indicator

Efficiency with the adequate

management of institutional

resources for the use of ICTs.

Efficiency in the achievement of

expected learning with students in

terms of ICT use.

100

Average Values Efficiency Indicator

Average Values Elements of

Educational Quality Dimension

483

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Figure 4. Dimension of elements for educational quality

On the other hand, Figure 4 shows the dimension of the elements for educational quality

where they almost never adequately address equity, effectiveness and efficiency in their

pedagogical practice. This represents an obstacle to the achievement of quality education,

considering that these three elements are fundamental indicators of educational quality.

Upon analyzing the data, the following can be mentioned: The average values of the equity

indicator are as follows: 67% almost never and 33% sometimes, thus determining that most

of the subjects of studies almost never emphasize equity as an element of educational

quality, which is unfavorable for the integral formation of the citizen, since according to the

postulates of Bracho and Hernandez (2005), "educate according to individual differences

and needs, without economic, demographic, geographic, ethical or gender conditions being

an impediment to learning" (p 9).

In the efficiency in the use of ICT is manifested in 77% as almost never, while 23%

sometimes, therefore, it is a limitation and unfavorable trend in the management of

efficiency as part of the elements of educational quality, since in terms of the National

Institute for Educational Evaluation (2018) "they measure the degree to which a policy or

social program is able to achieve the defined goals and objectives in the expected time and

with the expected quality, regardless of the costs" (p 34). The average values of the indicator

efficiency in the use of ICT translate into 87% in the option sometimes and 13% almost

never, so most of the participating teachers sometimes address and use efficiency in

classroom management as part of the elements of educational quality, which is limiting for

the achievement of objectives, since according to postulates of UNESCO (2019), it is the

relationship between "the expected educational objectives and the learning achieved,

through the optimal use of the resources allocated" (p. 45). These terms are associated with

the levels of achievement of indicators that are reached in a given period in terms of the

effective use of available resources focused on the proposed objectives.

5. Discussion

The analysis of the data collected yields several interesting findings, all of which have

significant implications for the quality of education provided at the Doctor Eduardo Mora

Moreno High School in Loja, Ecuador.

In the area of equity, it is of concern that 67% of teachers almost never seek equity in their

teaching, despite its importance in ensuring equitable access and achievement in education.

0% 0%

0% 0% 0%

33%

23%

87%

67%

77%

13%

Equity Efficiency

Effectiveness

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Equity enables all students to reach their full potential, regardless of their background.

Therefore, the Sustainable Development Goals, established by the United Nations (2023)

include "supporting the development, implementation and monitoring of policies aimed at

reducing inequalities and overcoming all forms of discrimination" (p. 5). This implies

promoting equity in education as a fundamental part of the global agenda for sustainable

development. To achieve this goal, it is essential that teachers are aware of the importance

of equity and are trained to implement equitable educational practices in the classroom.

Regarding the effectiveness of ICT use, the results indicate that 77% of them almost never

address the indicator to achieve institutional objectives. This poses a problem in the way

educational objectives are being achieved. Effectiveness is fundamental to measure the

degree to which educational objectives are being met and is a crucial element of educational

quality. On the other hand, Siemens (2010) notes that "the task of any trainer is to create

and foster a learning ecology that enables learners to improve rapidly and effectively on the

learning they already have" (p. 5).

In the context of current education, efficiency and the use of ICT are two fundamental

aspects to improve educational quality, 87% of teachers occasionally employ efficiency in

their teaching practice. However, it is important to highlight that the efficient management

of resources, including ICT, plays a crucial role in maximizing learning and improving

educational quality. In order to use these tools effectively in the classroom, it is essential to

receive training and develop digital literacy skills. In contrast to Viñals and Cuenca (2016)

state that:

The teacher of the Digital Era must maintain an attitude of permanent

inquiry, promote the learning of competencies (generate learning

environments), maintain continuity from individual work to teamwork

(bet on integrated educational projects) and encourage the development

of an ethical spirit. Technology and information alone do not guide, help

or advise students; therefore, the teacher's work in digital education is

more important today than ever before.(p. 23).

The above results have important implications for the development of educational policies

and pedagogical practices, both at the level of the institution and more broadly. These

findings make it possible to provide teachers with the training and resource support needed

to address these challenges. It is essential that teachers feel competent and supported to

use ICT effectively, and thus address equity, effectiveness and efficiency in their teaching.

6. Conclusions

As part of the methodological procedure executed, once the information provided by the

fifteen (15) classroom teachers at the Doctor Eduardo Mora Moreno High School in Loja,

Ecuador was analyzed, we proceeded to formulate a conclusive synthesis, in accordance

with the objectives set out, highlighting the following:

After identifying the current situation in the use of ICT, classroom teachers are mostly

unconscious in training and participation to apply digital tools in the pedagogical practice

with the intention of favoring the achievement of educational quality. As Roldán (2007)

states "it is necessary a continuous system of teacher education and training, in which

pedagogical, didactic, technical, technological and creativity converge" (p 171). In addition,

we sought to describe the stages that are fulfilled for quality management in the classroom,

where a weakness of professionals is that they do not constantly plan various activities for

meaningful learning with the use of ICT. Likewise, they are inconsistent in organizing the

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institutional equipment available for the intensive use of technology in school work, which

hinders the achievement of equity, efficiency and effectiveness indicators. To address this

situation, it is necessary for educational institutions to implement training and support

programs for professionals so that they can use ICTs effectively. These programs should

provide professionals with the knowledge and skills necessary to plan and implement

meaningful learning activities using ICTs.

According to the survey results, teachers use ICTs in the classroom occasionally, either as

didactic material or in pedagogical projects. However, they show weaknesses in conducting

diagnostic and formative evaluations to determine students' media and digital

competencies. When analyzing the use of ICTs for quality classroom management, it is

observed that most professionals are inconsistent in their use, whether for training,

achieving digital literacy, or as didactic material. In most cases, ICTs are used only as a

source of information or to carry out work, which limits the comprehensive training of

students. Classroom teachers do not incorporate the use of ICTs in the planning,

organization, leadership and evaluation stages. This limits equity, effectiveness and

efficiency in quality classroom management.

Acknowledgment

I would like to express my sincere gratitude to the First International Congress of

Experimental Sciences organized by the Pedagogy of Experimental Sciences, Chemistry and

Biology of the Faculty of Philosophy, Letters and Education Sciences of the Universidad

Central del Ecuador, which took place from July 31 to August 4, 2023. The congress has been

an invaluable space where knowledge, innovative ideas and deep reflections on pedagogy

in experimental sciences have been shared. The quality of the presentations and debates

has been extraordinary, providing a platform for learning and professional growth.

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Author

PAULINA PAUTA- RUALES obtained her master's degree in Educational Management,

engineer in Production, Education and Agricultural Extension, teacher of Natural Sciences,

Chemistry and Biology at different levels of education: elementary and high school.

She is currently a guest lecturer at the Universidad Técnica Particular de Loja (UTPL) for

undergraduate, distance and face-to-face courses since 2022. Member of the team of

innovation projects, best practices and challenges in teaching called "Designing immersive

environments for experiential learning".