Percepción de los docentes sobre el impacto cognitivo de las nuevas TICS en los procesos educativos de los estudiantes de una institución privada de Quito-Ecuador

Abstract

This study collects and analyzes information about the perception of a group of teachers from a private institution in Quito, Ecuador, regarding the cognitive impact of new information and communication technologies (ICTs) on educational processes. The sample consisted of fifteen teachers aged between 28 and 65 years, who regularly interact with students aged 12 to 16 years. The study was conducted through individual interviews with open-ended questions, carried out between December 2023 and June 2024. The research emerged from direct observations made during internships at the institution, where it was evident that technological devices do not always benefit cognitive processes related to learning and can sometimes create distractions and disruptions in cognitive processes, as well as develop poor study habits. The results indicate that teachers perceive ICTs as having the potential to improve and enhance learning and cognitive processes in the educational field. However, they also recognize a significant gap between the recognition of these technologies and their effective implementation in classrooms and educational spaces. The findings suggest the need for a balanced approach to integrating ICTs, leveraging their benefits while addressing the identified challenges. This study contributes to the understanding of the impact of ICTs on education in the Ecuadorian context, offering valuable insights for the development of pedagogical strategies and educational policies that promote effective and meaningful use of technology in the classroom.