Currently technology and its benefits are important in almost all areas of industrial, commercial, environmental incursion, in the educational field, as the need for this resource becomes increasingly common, however, in several educational establishments the use of certain electronic objects is still misidentified for reasons that lack the integrity and attitudinal procedure of the student, limit the use of mobile phones, such a versatile tool. It is intended to form pedagogical strategies such as virtual educational circles, dramatization of educational cycles, ease of distribution of teacher-student knowledge, among others.

This step improves the way to enter the pedagogical process to reactivate technological knowledge in the teacher and cause interest and responsibility in the student, reflected in the demonstration with full use of CIT and obtaining the maximum benefit on their part. Mobile technology is included in daily educational activities, in educational establishments of different kinds.

Differentiated and easily accessible methodologies are used with monitoring that shows interest in the world of education as in that of the educator, results are shown to have an educational cycle with greater diversity and with the inclusion of ICTs, the educating learns to responsibly use different technologies in your personal and professional training.


The process of technological innovation and R&D (Research and Development) in Ecuador has moderate progress due to the globalization and subjection capacity of certain sectors, in the country they have gradually adapted and reached international standards management, knowledge and production of new technologies that influence a nation’s productive progress.

The country’s global impact on technology products is not as expected for what is intended to be achieved in the field of information and communication and can be evidenced in different social areas, such as education, the most benefited through these contemporary resources.

The National Institute of Statistics and Census (2015) as a provider of demographic and sociological information in its 2015 Census of Information and Communication Technologies (ICT) shows the following results:”In Ecuador 46.6% uses mobile telephony nationally, forming 49.1% male people and 44.3% for female, female, female, female, female, female In addition, there is data that the province with the highest percentage in mobile phone use is Guayas with 55%, followed by the capital with 50.6% and in third place the province of El Oro with 50.3%. Among the important data it is rescued that most of the population that has and uses cell phones is between the ages of 16 and 24, followed by people between the ages of 25 and 34.” (p.7)

In reference to the data it can be shown that many of the users are adolescents and adults up to 34 – 35 years, are in tuition and university ages, it is desired to promulgate the correct use of a mobile device and replicate in the use related to the educational and cognitive contribution of these means, due to the inclusion of empirical knowledge by young users in social media management (RRSS), information websites, sending and receiving knowledge acquired in other parts of the world.





Communication and information in Ecuador has several poles, recognized by some and pointed out by others, however, freedom of public expression has to be disre hues in terms of censorship and truthful information. Technology as a globalized means of sending and receiving information impacts the population, it makes more users related to each other.

In the government, the need to structure the field of telecommunications and information use is seen in an upward way, in a virtual communiqué and in commemoration of the national telecommunications day, the Ministry of Telecommunications and Information Society of Ecuador, explain: “The Government, for the last 6 years, invested in the sector of technology and telecommunications, as a priority field to restructure the country, from computer systems and take advantage of the technologies of the Information and Communication (ICT) to generate knowledge”. (Republic of Ecuador. Ministry of Telecommunications and the Information Society, 2015)

Based on what is mentioned by the ministry, it can be granted that these computer products and services must form in the person a tool for their development in terms of economic or academic production and must be subject to parameters that do not limit, but do guide the administration in the use of electronic devices, always for a constructive purpose, so that the ideas and knowledge of others are presented according to multiple purposes and collective knowledge.

With regard to the education sector, the State has developed a varied link and determined that the youth population should be encouraged so that it can then delve into the advanced technological processes provided by the world. (2015) stated that “education must be the main right that states must guarantee in order to generate new citizenship. Education allows people to be informed and trained to make processes irreversible, this work must be accompanied by access to technology and consider closing the technological gaps between North and South as a priority for all countries in the world.”

This declaration aims to call for the inclusion and use of technologies that dynamite educational processes and open cognitive doors not only for students, but for teachers who must update their knowledge in dependence on the reality, of the society to which it is being taught.

Among the benefits provided by the State and different entities for progressive conversion into technology-related topics are:

  • Computer equipment.
  • Tablets.
  • Institutional Internet.
  • Computer labs.
  • Computer mechanics laboratories.
  • Projectors.
  • Institutional networks for virtual classes.
  • Platforms for multiple distance classes.
  • Wireless communication.
  • Free WiFi in strategic points.

Information technology development process

It is relentless the change and improvement of processes and technological tools, getting to be aware of technological acquisitions and above all communication is a continuous and often complex process. The country has a vast computer and technological system, with imports of products linked to technological development, however, this process does not reach a global position that competes with the technologies of developed or developing countries .

There are few people prepared for this type of work in the country and few companies sell or offer new technologies in the form of services due to high tariff costs or customer negativity in the face of a paradigm formed on “better service, higher cost” that undoubtedly affects more than one organization. For the reasons Ecuador is at an unpromising statistical level, Minalla (2011), states that”Ecuador ranked 108th in terms of the ability to develop and leverage ICT’s, according to the Global Information Technology Report (GITR) (…) The report not only shows the development of the ICT’s environment in each country, but also indicates the willingness of governments, businesses and citizens to take advantage of them and the level given to them.”

As can be seen on the previous scale there are Spanish-speaking countries that bear certain similarities to Ecuador, but bear advantage and this is not a single-state problem, it is also the private sector by opening gaps so that Ecuador cannot develop in this field.

These data submitted are valid for up to three years, estimated time in which a population can recapitalize a budget to change its landscape, however, Ecuador in less than two years achieved significant progress in technology-as-a-service development issues, large global telephones have their imports regularized with Ecuador, Espín (2015), suggested that Ecuador managed to “double the penetration and speed of Fixed Broadband, double the penetration of Mobile Broadband, restructure the Telecommunications Regulation and Control Agency (Arcotel), improve the quality of the Advanced Mobile Service, with the allocation of radio spectrum for private mobile operators, doubling literate citizens”.

This progress is a motivation for new market and study trends for technological issues, with the aim of making progress collectively and not only in certain areas. The Boston Consulting Group measured the use of ICT and correlated according to population classification, the it technology user population gets the most out of tools with relevance in business productivity you can see in the table below where you see the derivation of the constancy of ICT uses.

The group of leaders makes the most of all the possibilities of information and communication technologies, are the least profitable or the least used internet portals for customers and mobile web pages since the current trend lies in mobile technologies and social media posts, because in order to capture the largest population they aim for this type of service.

Inclusion of ICT in the educational circle

Progressively it is heard about new technologies and their inclusion in the market, one of the markets of socio-cognitive productivity is education at its different levels (priority of education in the middle class), but it is one of the topics of most controversy, because the lack of parental control, regulation of the type of information, the cost of computer and non-congruent materials that guide the use of electronic objects, has formed a cloud of negative publicity towards the development of ICT in educational establishments, problem that results in a setback in the student’s not-only intellectual development but a teacher’s pedagogical.

The process of ICT evolution continues to progress, but the process of usefulness in young users within an educational circle does not advance in the same way so that the person is exempted from being able to relate the usefulness of these media to their educational environment. The journal Ekos (2014) states the following, in the face of the progression of ICT around social development:”TIC’s have had an important development in recent years, thus generating a level of access for the general population. This situation is even more relevant over the past decade, where access to these technologies is more than tripled in some regions, especially those with the greatest poverty in the world.”

In the same report he explains that one of the most booming technologies is mobile technology, the biggest increase by the young and adult population and by the hand of it, the use of the internet for communicative purposes, either through emails or uses in networks of social connection, is increased every day especially Latin America, the second with the greatest use of this technology as seen in the following scheme.

Being in the second region with the greatest use of mobile technology is of paramount importance to positively enhance this resource and even more so in education, the sector of development of the largest young population, in middle education needs a simplified guide that is socially with the entire educational community.

Since 2014 there has been an irregular evolution in the face of ICT development in education, not all educational establishments incorporate this resource which has had various incentives by state and sectoral governments due to different social problems in students, the inclusion of electronic means must be done under certain parameters that each institution must normalize.

The inclusion of ICTs in education is not only sponsored by the state government, sectoral governorates also take part in these progressive movements with different tangible inclusions of services to the education sectors; of the different educational scenarios the most affected are prosecutors and rural schools; as they do not have enough technical and economic part, they are not able to provide technological aid and learning to their students, however, the picture today is different due to the help of entities and by state referendums, an educational unit has a computer education sector.

ICT trends in education

When educational institutions deliberately curb these capacities, it is questioned whether this would undermine the student’s intro- and interpersonal development and whether it leads to other frustrations. The capacity of moderately equipped schools can meet the needs of new pedagogical competence that links educational processes with new technologies, especially mobile technologies, mobile telephony, easy-to-use means of use Everyday.

The authors (2012), give their point of view according to the technological linkage in the classrooms by the schools:”schools distance the reality lived by the students outside it. Before entering the center, students and students live immersed in a technological world that, little by little and as they grow, delvs them deeper and deeper into communication through social networks and messaging and in creative and dynamic spaces with virtually infinite possibilities, but as soon as they enter the classroom and digital devices are banned they feel isolated in a world that does not belong to them and those they consider to be foreign.”

Institutions should consider that young people today develop in a different circle than family or friends, this circle belongs to the virtual world and is where it should be noted, as the teacher will be able to develop his pedagogical skills in a more fluid way by having a causality of cognitive relevance.

ICT applied in pedagogical strategies

In addition to the benefits that the student can obtain is also to consider the strategic factors with which the teacher can develop his pedagogical work, ICTs provide opportunities for both parties: real-time communication with students, teachers, parents and managers; access to connectivity and distribution of content without geographical barriers; task distribution, video add-ons, audio, graphics, internet resources, web references, special applications, text messages, supplementary links, multimedia communication; remote academic assessments, research and results immediately with practical and theoretical processes.

This whole process is carried out through regularization that start from each school, specifically from who is in charge of the class, the purposes will always be educational, however, in order to build this union must be considered three points of what which would be called ICT adoption and appropriation; adoption for the ease in which the technology provided can be useful; personal use by making the student have a better relationship between the subject and the teacher who teaches it.

The three important points are: the utility guide, ICT features and the environment in which they will be developed (includes situation, people and class topic) as you can see in the schematic:

Implementing ICT tools in educational institutions involves logistics that must be coupled with the beneficiary and the beneficiary and dependent on this administration, adoption and appropriation is made, according to the three factors mentioned:

Utility guide: it is that methodology that each teacher must define prior to the use of pedagogical strategies and must be met by both he and the students. For this they have considered general ways for the classroom:

First: create a context in which the activity of the contents is clear to the students.

Second, to establish consensual schemes of the steps to be followed, in order to make examples in terms of the creation of working groups and try not to individualize the pedagogical process, define the objective of the class and its relationship with the planned curriculum.

Third, to determine roles on each point of the pedagogical activity that is carried out to promote responsibility.

Fourth: make it clear what they should and should not do on their mobile phone, so they will know their limiters so as not to violate the development of the class.

Fifth: define and structure the product that you want to obtain with the pedagogical process: presentations, photos, videos, written works, advertisements.

This process allows the student to create a skill in his handling, a confidence of himself towards the adult who guides him. Lois (2012), aorta the following: (a cell phone) to a boy and half an hour later he will give us a master class of his possibilities. So we’ve saved ourselves the whole process of teaching them. We will earn the trust of the students when we take seriously a share that is a constant cause of disputes and punishments in their home and who believe that all adults despise them because they do not understand the use they make in it”.

ICT characteristics: properties that should reflect the expected result in the student in the pedagogical process, guide to prepare the pedagogical strategy.

Essential features are posed in an ICT tool

  • Responsible tool, they learn to make good use of the technology.
  • Easy access and therefore easy access to the internet.
  • Educational and contemporary, as a positive technological tool.
  • Motivational, to increase the student’s participation.
  • Methodical, to be able to follow up on teaching-learning.

Frozen (2010), reinforce the need to define characteristics of the ICT tool, through an underlying matrix that involves five elements that form the characteristic of an ICT tool, the same ones that relate to each other to form an expanded interaction. The idea of a matrix underlying a pedagogical process with differentiated strategies is the full generation of what is called extended interaction that is based on the integration of a virtual field for the student through the mobility that the devices allow mobile and wireless connectivity for proper development.

Extended interaction refers to creating a field not only physical but virtual that forges the bond with students by making the pedagogical strategy better assimilated and evidenced skills in a shorter than planned time frame; If you enter a world that the student knows very well, material design will be better facilitated by the class instructor and obtains competencies that fit the subject of the class. This is the teaching guide so that the teacher can have a capacity and management skills of different tools and that it is associated with the structure of the curriculum.

Environment: Six have been established that can be aroused when creating a pedagogical strategy with ICTS, depending on what is sought in the class, an environment indicating student-teacher affiliation is marked.

Behavioural: seeks solutions to problems that contribute an overall value, through the presentation of mobile material, guiding the student to possible solutions that relieve the problem posed.

Constructivist: The student builds his or her own knowledge based on previous ideas and cognition, the mobile phone must offer virtual context schemes and be a tool that provides those cognition.

Situational: the influences of both fields, virtual and real, are used to make learning more experiential and attractive to the student, it allows to make decisions.

Collaborative: a means in which mobile technologies involve a debate in the environment, encourages tolerance and effective appreciation of the point of view of others, means that learning comes not only from the teacher but from the classmate.

Informal: it is characterized by not being subject to the curriculum established by the teacher, allows a concrete freedom in terms of experiences that each student has in relation to his mobile device, the class becomes value and composed.

Assisted: the educational cycle is managed under a pre-protocol scheme proposed by the teacher from its objectives to what is specifically expected to develop in the student, the teacher gives the virtual support or the platform on which the pedagogical activity.

Expected benefits

The benefits of technologies, especially mobile devices and internet service are coupled with each type of teaching, the growing tendency to incorporate new technologies is denoted by improvements in the skills of new generations who graduate and project it in their professional careers and work, evidence a progressive effect with a country’s productivity and improvement in information and communication technology issues.

For Reyes (2014), the role of mobile technology in the educational process is increasingly demanding: “There is a growing interest in the role of mobile devices (smartphones and tablets) in the face of the varied educational challenges that may arise. In fact, many researchers have pointed out the different benefits that mobile devices offer as educational tools. Today’s mobile devices can store and deliver a wealth of information, including a wide variety of curriculum materials aimed at various ages.”

(2014), indicates his appreciation: “ICT’s within the educational field are a means to attract those particularities that the teacher does not have in his head, If the student is doubtful about a concept can enter an information website on the Internet and bring an example to the classroom, are details that cooperate in the class and facilitate the work of the teacher when planning his activities”.

Technological advances can make pedagogical development more attractive and efficient, many activities of your daily routine can be more effective with the help of applications and information devices, as long as the teacher has personal preparation and pre-training that optimizes the results you expect to have in your class, gives way to research, and gains time in adapting information to form a learning cycle.



Learning linked to new technologies and based on research through these resources combines theory with interrogative virtual, teachers can come to have a connection with the student based not only on the knowledge that he encourage but also in what students already know and have researched by these means, by making use of different virtual utilities and obtaining information to discuss and form more pleasant experiences within the classroom.

The country needs to take leaps and bounds on technological issues from adolescence, including in childhood, integrating ICTs as a non-provisional but compulsory resource in a considerable percentage of classes, the teacher must have the necessary preparation for such inclusions in order to avoid future problems due to lack of guidance and control groups of students.

The use of mobiles in classes should be a theme to demystify in educational institutions, should be considered as the internet, tools of knowledge, by transforming them in their favor and in favor of the student, most live in virtual worlds as a means knowledge-awareness-making should be one of the first strategies to be used in new educational periods.

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