Integration of digital technologies in the pedagogical strategies of High Schools in the Province Hermanas Mirabal

The purpose of this article is to determine the integration of digital technologies in the teaching strategies implemented in high schools in the province of Hermanas Mirabal. To this end, the main objective was to describe the impact of public policies on teaching innovation, considering the Digital Republic in Education program. To achieve this, the research used a non-experimental design, where the unit of analysis is the integration of digital technologies in accordance with existing public policies. To this end, questionnaires, semi-structured interviews, and classroom observations were conducted with teachers and students from the four (4) selected high schools. This made it possible to obtain relevant findings, including progress in the provision of technological resources and a generally positive perception of the impact on academic performance, although challenges such as resistance to change and irregularities in access, among others, persist. Consequently, it is concluded that digital technologies facilitate innovation and adaptation to contemporary education, which is why high schools in the province of Hermanas Mirabal should learn about, propose, and implement programs that facilitate their use and management in the classroom.

Key words:
teaching strategies; pedagogical innovation; public policies; digital technologies