Bibliographic citations
Koc-Lem, N., (2023). Influencia de las TICs en el Desempeño Docente en el Nivel Secundario en las Instituciones Educativas Públicas de Pucusana, 2020 [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/8146
Koc-Lem, N., Influencia de las TICs en el Desempeño Docente en el Nivel Secundario en las Instituciones Educativas Públicas de Pucusana, 2020 []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2023. https://repositorio.une.edu.pe/handle/20.500.14039/8146
@phdthesis{renati/1739093,
title = "Influencia de las TICs en el Desempeño Docente en el Nivel Secundario en las Instituciones Educativas Públicas de Pucusana, 2020",
author = "Koc-Lem Moya, Nelly Jacqueline",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2023"
}
The objective of this research work is to write, How do ICTs influence teaching performance at the secondary level in public educational institutions of Pucusana, 2020?, Being the hypothesis that ICTs significantly influence teaching performance at the secondary level in the public educational institutions of Pucusana, 2020. Taking as variables: Variable 1. Influence of ICT and Variable 2. Teacher Performance. The research approach: For our part, we point out that our work is quantitative. Population: this study is made up of 165 teachers of the secondary education level, who were selected through appropriate technical procedures. Since the size of the population is known, it is considered that a representative sample can be obtained from it. For the sample, 116 teachers were selected. After calculation, the Wald score was shown to be 37.193 with one degree of freedom and significance of 0.000 < 0.05. As a result, the null hypothesis was rejected and that ICTs significantly influence the teaching performance of teachers of educational institutions in the district of Pucusana 2020. It is suggested that continuous and constant training be carried out in the use of technology and its tools to improve the appropriation and technological skills, especially in mobile devices, tablets, the cloud and office automation. Although 70% of use was observed in the integration of communicative and investigative competence, only 32% of this use was made in the school context, which suggests that the use is more personal than as a didactic support. Therefore, it is necessary to pay attention to this situation and promote a greater integration of technology in education, since there is a strong relationship between the use of information and communication technologies and teacher performance.
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