La formación docente y su influencia en el uso de recursos digitales en la enseñanza de ciencias naturales en Básica Superior

This study examines the relationship between teacher training in information and communication technologies (ICT) and the use of digital resources in teaching natural sciences at the upper basic education level in Francisco de Orellana, Orellana province, Ecuador. A mixed-methods approach was applied, using a sequential explanatory design. The quantitative phase involved surveys of 52 teachers, while the qualitative phase included semi-structured interviews with nine educators. Statistical analysis included descriptive measures, Spearman correlation, and linear regression; qualitative data were analyzed through thematic coding. Findings reveal a positive and significant correlation between ICT training and the pedagogical use of digital tools. Teachers with higher training levels use simulators, interactive platforms, and scientific videos in a planned and contextualized manner. However, challenges such as limited internet access, lack of equipment, and insufficient contextualized training persist. The discussion underscores the need for technopedagogical training programs tailored to the Amazonian context and for educational policies that provide structural conditions for teaching innovation. It is concluded that ICT training, when continuous, situated, and relevant, can transform pedagogical practices in rural environments