Educational innovation as a transforming element for teaching in the “Augusto Solórzano Hoyos” Educational Unit

Abstract

Educational innovation has great epistemological, pedagogical and didactic importance and in order to fulfill its purpose of improving the quality of the teaching-learning process, it demands a change of paradigm, the management of the latest generation technological tools, the use of existing resources effectively, of materials and infrastructure, new curricular designs and the reengineering of academic-administrative processes. This approach motivated the realization of this article whose objective is to describe the importance of educational innovation as a transformative element for teaching in the "Augusto Solórzano Hoyos" Educational Unit. The type of research is from the quantitative, non-experimental descriptive cross-sectional perspective. The population and sample consisted of 41 teachers from the “Augusto Solórzano Hoyos” Educational Unit. In data collection, an instrument was used which was subjected to expert judgment and was made up of 27 items. After reviewing the information collected, it was concluded that the majority of teachers (88%) give educational innovation importance from an epistemological, pedagogical and didactic point of view.