ICT in the teaching-learning process in the second cycle of primary education

This study aims to analyze the level of integration of Information and Communication Technologies (ICT) in the teaching-learning process in the second cycle of primary education in urban educational centers. A quantitative methodology with a non-experimental, cross-sectional, and descriptive approach was used, in which data were collected through questionnaires applied to 85 students, 10 teachers, and 6 members of the management team. The results reveal that, although educational centers have technological resources such as computers and projectors, their use in the classroom is limited. The most frequently used technological resource by teachers is the smartphone, employed daily by 71% of them, while the use of computers and other devices is sporadic. Additionally, there was no evidence of the implementation of more advanced technologies such as digital whiteboards or online educational platforms. The main conclusion is that the integration of ICT in classrooms is insufficient and mostly passive, due to the lack of teacher training and a limited follow-up by management teams. It is recommended to implement continuous professional development programs for teachers and improve control mechanisms for a more pedagogical use of ICT.