Track 12. Educational Innovation Authors: Susana Cadena, Gisela Torres, Jorge Ortiz Herrera and Gina Mejia

2. TEACHING
INFORMATION
AND
COMUNICATION
TECHNOLOGIES
INNOVATE
PRACTICES

3. Determine the
concept of
educational
innovation that
teachers apply in
their teaching
environments.
Identify the
appreciation of
teachers by
associating
educational
innovation with the
platform
uvirtual.uce.edu.ec
Quantify the use of
the platform by
teachers of the
University.
Establish important
findings related to
good practices in
educational
innovation in the
platform

4. Analysis of the
interactions
• March-August 2017 and
September 2017 to
February 2018, these
periods are six months.
Description of what and
how activities are
developed in the virtual
platform.
• Demography of the
interactions activities
that promote the
interactions.
• Interaction is every
action that teachers or
students
• Select the sample, the
teachers that have the
most interactions on the
platform were
established.
Selected the hundred that
had the greatest number
of interactions.
• Verify if there is a
theoretical orientation in
which the use of the
platform is based on
innovative practices.
• Determine the frequency
and preference of the
use of the platform in
relation to the learning
proposed in its syllables,
Determine innovative
practices
• Interview was applied in
order to find the findings
that characterize an
innovative practice.
• The use of the platform
allowed to identify the
similarities and
constitutive elements of
innovation.

5. Interactions Period 1 Period 2
Assistance 3.050 2.776
Data base 19 8
Questionnaire 4.606 6.651
Lesson 238 98
Book 69 9
System 41.000 28.310
Workshop 897 416
Total 49.879 38.268

6. 36% of the thirty-six responses refer
to using resources to facilitate
learning, have information, access
to knowledge and stand out as a
quality resource.
19% of responses it is affirmed
about the familiarization of the
virtual environment, as a
complementary tool, safe, easy to
handle and modern.
17% resource is designed to work in
collaborative learning, research
development, as the student is an
actor of their training.
17% responses it is recognized that
it is a mechanism that facilitates the
teacher-student relationship,
achieves closeness and improves
communication.
With lower values ​​are the role of
facilitator that the teacher assumes,
the ease of updating knowledge and
the development in students of
higher order skills

7. 0
10
20
30 26
14
12 12
4 4
Ideas for choosing resources

8. Conclusion
 The growth trend is significant, even when compared with previous periods. At the
beginning of the implementation, 2016, there was a boom, more than 70 percent of
teachers used the platform, and in the period 2017-2018 barely exceeds 60 percent of the
total of teachers.
 In the survey the results of the first two questions lead us to recognize that the theoretical
foundation that supports educational innovation is low and innovation is confused as
synonymous with the use of a virtual platform.
 A relevant and positive element is knowing that the platform is thought by the teachers
who interact frequently, as a tool that complements its function, the activities proposed by
them are anchored to activate the student as responsible for their learning. Most of the
natural activities of the face-to-face classes are replicated in the middle and autonomous
work is organized.
 It is recognized in innovative teachers that good practice in the use of the platform is only
possible if its use is associated with research and that includes the permanent use of
scientific publications and the creation of new documents by students. The student
improvement in the generation of competencies of his profession and this in a
fundamental way when activities are associated with professional cases of study.