ICT Educational Policies: Building Blocks for Effective Integration of Educational Technology into Teaching Practice.

Abstract

This study aimed to design an action plan to improve the pedagogical practices of secondary school teachers at Liceo Luis Heriberto Payán through technological dynamization, based on current educational policies. The plan included strategies such as identifying technological resources, training teachers in ICT competencies, forming robotics clubs, and recognizing achievements through the "Integrator Teacher of the Month" program. These actions were grounded in the TPACK model, ensuring alignment with the national curriculum and promoting meaningful learning through the use of emerging technologies. The research employed a mixed-methods design that combined qualitative and quantitative methods, historical-logical analysis, and involved interviews and surveys with teachers and administrators of the liceo to diagnose the absence of a formal ICT integration policy and the need for technological resources and continuous training. The findings highlighted that, although the curriculum allows for the incorporation of ICT, the lack of clear guidelines at different management levels hinders effective implementation. Additionally, the role of the ICT dynamizer emerged as a key actor in technological mediation. The designed action plan significantly increased the level of technological integration and fostered innovative pedagogical practices, underscoring the importance of structured educational policies as catalysts for success in integrating ICT in the Dominican educational context.