Application of Learning and Knowledge Technologies to promote Inclusive Education

Abstract

OBJECTIVE: In this study, the level of application of the Learning and Knowledge Technologies (TAC) was determined to promote  inclusive education in the basic cycle. METHOD: It was based on the post positivism paradigm, with a mixed approach, descriptive scope, descriptive transactional design, convenience, sampling  for teachers and simple random sampling for students. A survey was applied to 147 students and 35 teachers and an interview  was carried out with  2 special education and alternative education professionals. RESULTS: The level of application of learning and knowledge technologies by teachers and students is at the medium level, with Canva and Power Point being the most used; one because it is considered very complete because it contains different resources to transform knowledge and another because it is easy to use and does not require internet investment and that by implementing methodologies based on TAC, it favors thi inclusion or vulnerable students in the teaching-learning process. Data that is positively related to the interview. CONCLUSION: It was determined that the Learning and Knowledge Technologies are applied at a medium level, from the point of view of the students and teachers, which means that the application of TAC meet the minimum requirements to promote inclusive education and the cycle basic and trah the alternative education programs of the Ministry of Education implement TAC in the teaching-learning process, favors young people in vulnerable conditions.