Methodological Strategy to Enhance Technological Skills in Second Cycle Secondary School Teachers

Abstract

The primary objective of this research was to design and implement a methodological strategy to develop technological competencies in teachers of the second cycle of secondary level at the Liceo Parroquial Francis Downes.  A mixed-methods approach was used, integrating theoretical and empirical methods such as documentary analysis, interviews, and surveys. This approach allowed for the collection of both qualitative and quantitative data, analyzing the issues surrounding the use of technology in the educational context. The methodological strategy included personalized training, the application of innovative methodologies such as flipped classroom and gamification, and a system of constant monitoring. The assessment of the proposal, carried out by specialists in the educational field, highlighted its relevance, necessity, and applicability in overcoming technological barriers in the studied environment. The main results of the implementation demonstrated a notable increase in the technological competencies of teachers, reflected in the creation of multimedia content and the use of digital platforms. Likewise, pedagogical practices showed a significant transformation, with greater adoption of innovative methodologies that fostered student motivation and participation. In conclusion, the strategy proved to be an effective and replicable solution, not only for the context of the Liceo Parroquial, but also for other educational institutions with similar characteristics, contributing to the advancement towards an inclusive education adapted to current technological challenges