Perspectiva docente sobre el uso de las TAC para la inclusión educativa en Bachillerato: un enfoque fenomenológico

Abstract

The thesis titled Teachers’ perspectives on the use of TAC for educational inclusion in High School: a phenomenological approach analyzes teachers' perceptions regarding the use of Learning and Knowledge Technologies (TAC) as tools to promote educational inclusion in high school students. Through a phenomenological approach, the study examines the experiences of teachers at an educational institution in the province of Cañar, Ecuador, emphasizing the role of TAC in addressing the needs of students with Special Educational Needs (SEN) not associated with disabilities. The main objective of the study was to understand how teachers perceive the effectiveness of TAC in fostering inclusive and meaningful learning. The results indicate that TAC, such as digital platforms and interactive applications, enable personalized learning and enhance the active participation of students with SEN. However, teachers face significant challenges, including a lack of adequate technological resources and insufficient specialized training in the use of these tools. Among the identified strengths, teachers highlight the capacity of TAC to diversify teaching strategies, facilitate communication, and adapt to different learning styles. In conclusion, the study suggests implementing educational policies that ensure teacher training and equitable access to technology to maximize the impact of TAC on educational inclusion and strengthen the development of more equitable and participatory school environments.