Strategies for ICT integration in secondary education towards socio-professional relevance

The need for a true digital transformation in education requires teachers to develop digital competences that enable them to plan, design, develop and use technological resources in a relevant way. The aim of this work focuses on strengthening pedagogical practices and teachers' digital competences, while promoting strategies towards the development of socio-professional competences in the classroom. This empirical-analytical study, with a quantitative approach, investigates the socio-professional relevance of training workshops on the integration of ICT in the classroom. Fifty-two secondary school teachers from Guayaquil, Ecuador, voluntarily participated in virtual workshops organised as part of a project to link them with society. The evaluation was carried out by means of a survey applied to the teachers, covering three phases of project work. The results from three dimensions show an average of 98% of having achieved digital teaching skills, 96.17% of having achieved innovation in their teaching strategies and 94.90% of having achieved a real integration of ICT use in the teacher's classroom activities.