Espirales. Revista multidisciplinaria de investigación científica, Vol. 8, No. 48
January - March 2024 e-ISSN 2550-6862. pp 21-39
DOI 10.31876/er.v8i48.857
Technological tools in the development of skills and
abilities in the subject of Entrepreneurship and
Management
Herramientas tecnológicas en el desarrollo de habilidades y destrezas en la
asignatura de Emprendimiento y Gestión
Ana Lucía Tacan Meneses*
Ember Geovanny Zumba Novay**
Norma Patricia Ulloa Yuve***
Sandra Paulina Porras Pumalema****
Received: October 23, 2023
Approved: November 10, 2023
Abstract
In Ecuador, the subject of entrepreneurship and management is
taught to students in the third year of the unified general
baccalaureate. However, this subject is taught following a traditional
line of text management and expositions that do not allow the
student to approach a technology-based education. This study
explored how technological tools can be used to improve the skills
and abilities of high school students in the Tulcán Educational Unit,
Ecuador. The research was carried out under a mixed approach with
a descriptive, bibliographic and field scope. Survey and interview
techniques were applied to students and teachers of the Institution.
Based on the results, a virtual classroom proposal was designed in
Moodle 4.1 to awaken the entrepreneurial spirit of students regarding
the creation of web pages, logo design, creation of digital
advertising, among others. This study concludes that the virtual
classroom proposal contributes to improve the teaching-learning
process in the subject of Entrepreneurship and Management,
adapting to the needs of the students.
Keywords:
Educational entrepreneurship; technological tools; digital
world; virtual classroom; Google Sites.
* D. in Accounting, Public Accountant, Auditor, Professor -
Researcher at Universidad Politécnica Estatal del Carchi
(UPEC), Tulcán, Ecuador.
ana.tacan@educacion.gob.ec, https://orcid.org/0000-
0003-3942-9798
* Industrial Maintenance Engineer - Industrial Management
and Production Engineer, Master in Industrial and Process
Design, Research Professor - Escuela Superior Politécnica
de Chimborazo, Riobamba, Ecuador.
ezumba@espoch.edu.ec, https://orcid.org/0000-0002-
2121-8418
* Bachelor of Science in Education, Universidad Politécnica
Estatal del Carchi. Teacher - Researcher at Universidad
Politécnica Estatal del Carchi (UPEC), Tulcán, Ecuador.
norma.ulloa@educacion.gob.ec
https://orcid.org/0000-0001-9406-1397
* Teacher - Researcher at Escuela Superior Politécnica de
Chimborazo (ESPOCH), Panamericana Sur km 1 1/2,
060106, Riobamba, Ecuador.
sandra.porras@espoch.edu.ec, https://orcid.org/0000-
0001-6571-9938
Tacan, A., Zumba, E., Ulloa, N., Porras, S.
(2024). Technological tools in the
development of skills and abilities in the
subject of Entrepreneurship and
Management. Espirales Revista
Multidisciplinaria de investigación
científica, 8 (48), 21-39
Ana Lucía Tacan Meneses, Ember Geovanny Zumba Novay, Norma Patricia Ulloa Yuve, Sandra Paulina Porras
Pumalema
Espirales. Revista multidisciplinaria de investigación científica, Vol. 8, No. 48
January - March 2024 e-ISSN 2550-6862. pp 21-39
23
Introduction
The digital world and its influence on education has led to changes in learning and
teaching objectives, giving priority to a more active participation of the student.
Educational institutions with this vision seek to improve educational quality every time,
seeking to continuously make adjustments in their curriculum and teaching processes,
based on the use of technological tools (Khvilon & Patru, 2002)..
In this sense, several researches have been conducted at regional and national level in
relation to technological tools where researchers have proposed several (Google Meet,
Google Classroom Forms, YouTube), among others, to enhance learning in current
education (Cruz, 2018; Meza, 2020; Zamoram 2022; Cahuascanco, 2022). Molinero and
Chávez (2019), emphasize that technology is mostly used by students at the university
level and specify how they contribute to learning in university careers. In contrast, the
teaching staff of educational institutions still needs to reinforce knowledge in
educational technology platforms for the teaching process, determining that these
should be implemented progressively to provide learning according to the current
situation of students.
During the last decade, the Ecuadorian government has recognized the need to
promote entrepreneurship in students, betting on the increase of productive activity by
incorporating the subject of "Entrepreneurship and Management" into the General
Unified Baccalaureate (BGU) program, according to the Official Registry No. 275.
(Merino, 2022). In this subject, the application and practice of technological tools are
Resumen
En Ecuador, la asignatura de emprendimiento y gestión se imparte a
los alumnos de tercero año de bachillerato general unificado. Sin
embargo, esta asignatura se imparte siguiendo una línea tradicional
de manejo de textos y exposiciones que no permiten que el
estudiante se acerque a una educación basado en tecnología. En este
estudio se exploró, cómo las herramientas tecnológicas pueden ser
utilizadas para mejorar las habilidades y destrezas de estudiantes de
Bachillerato en la Unidad Educativa Tulcán, Ecuador. La investigación
se ejecutó bajo un enfoque mixto con alcance descriptivo,
bibliográfico y de campo. Se aplicaron las técnicas de encuesta y
entrevista a estudiantes y docentes de la Institución. A partir de los
resultados se diseñó una propuesta de aula virtual en Moodle 4.1
para despertar el espíritu emprendedor de los estudiantes respecto
a creación de páginas web, diseño de logotipos, creación de
publicidades digitales, entre otros. Este estudio concluye que la
propuesta de aula virtual contribuye a mejorar el proceso enseñanza-
aprendizaje en la asignatura de Emprendimiento y Gestión
acoplándose a las necesidades de los estudiantes.
Palabras clave:
Emprendimiento educativo; herramientas
tecnológicas; mundo digital; aula virtual; Google Sites
Technological tools in the development of skills and abilities in the subject of Entrepreneurship and Management.
Espirales. Revista multidisciplinaria de investigación científica, Vol. 8, No. 48
January - March 2024 e-ISSN 2550-6862. pp 22-39
24
fundamental, since they encourage students to find innovative and creative ideas,
motivating their entrepreneurial spirit.
Since it is a completely new discipline, research is required to identify appropriate
teaching methods, relying on technological tools and Information and Communication
Technologies (ICT). Navarro et al. (2022) point out that ICTs are a fundamental tool for
learning and contribute to capture the student's attention, motivating him to innovate
and above all stimulating him to create his own knowledge.
The implementation of the subject of Entrepreneurship and Management in the
Ecuadorian Baccalaureate guarantees the application of national guidelines established
by current laws and regulations and asks students if they have the competencies and
skills to create, build, innovate, take risks, plan, execute and evaluate educational
projects. (Ministry of Education, 2021). In this sense, one of the most relevant aspects
of learning to be an entrepreneur is to define the product or service that one wants to
offer, this is how the lack of knowledge of marketing strategies to expose and establish
the market variables relevant to a product becomes decisive when it comes to sustaining
a business.
Therefore, efforts must be made to address the skills and behaviors that are part of
being an entrepreneur, in order to develop the classroom praxis and achieve the
development of the skills foreseen in this subject. According to Pherez et al. (2018), they
refer to skills as the ability to perform activities with certain quality and efficiency,
applying the person's knowledge and attitudes. To this end, it is intended that students
take on the challenge of practicing entrepreneurial attitudes by addressing individual,
social and economic dimensions.
The objective of this study is to analyze the contribution of technological tools in the
subject of Entrepreneurship and Management, based on the need to motivate students
to develop the entrepreneurial spirit. For this reason, it is feasible to carry out the study
especially to improve the teaching methodology that is focused on the correct
formation of the student and his continuous progress in society.
Materials and methods
This research was based on a descriptive-propositional research design that combines
elements of descriptive research, which seeks to analyze the current situation of tara
production in Chachapoyas, and propositional research, which aims to propose
sustainable production strategies. The study is cross-sectional, as the primary data
correspond to the study period 2023.
The study population consisted of farmers dedicated to the cultivation of tara in the
province of Chachapoyas. Given the small population (50 farmers), it was decided to
consider the total population within the study. Data collection will be carried out using
a combination of qualitative and quantitative methods: Structured surveys were
conducted with farmers in Chachapoyas. These interviews will provide a deeper
understanding of the current situation and possible strategies for sustainable
Ana Lucía Tacan Meneses, Ember Geovanny Zumba Novay, Norma Patricia Ulloa Yuve, Sandra Paulina Porras
Pumalema
Espirales. Revista multidisciplinaria de investigación científica, Vol. 8, No. 48
January - March 2024 e-ISSN 2550-6862. pp 21-39
25
production; in addition, various proposals collected from bibliographic sources were
studied qualitatively and then filtered according to their level of adaptability to the
context of the study population.
Based on the results of the descriptive research and in consultation with the available
literature, sustainable production strategies were proposed. These strategies will be
designed to address the identified challenges and promote sustainable agricultural
practices in tara production in Chachapoyas. Informed consent was obtained from all
participants in the interviews and surveys. Confidentiality of the data collected was
guaranteed, and ethical standards and procedures established by the research
institution were followed.
Results
Below are the results of the surveys conducted to 130 students in third year of high
school of the Tulcán Educational Unit in relation to technological tools and their use In
Figure 1 it can be observed the distribution of frequencies is similar to the normal
distribution, with a mean (µ) of 2.59 and a standard deviation (σ) of 0.97, where the
answers tend to consolidate in 3 to "Sometimes", suggesting that the use of
technological tools is not frequent from a general perspective of students in the subject
of entrepreneurship and management. For Reyes and Avalos (2018), in their research
also determines that in the teaching process technology is not used in entrepreneurship
training and in high school students concluding that this causes little interest and
motivation in the subject.
Figure 1
. Frequency of use of technological tools
In Figure 2a it can be observed that, the placement of the frequencies is skewed to the
right (positive bias) with a mean (µ) of 1.94 and a standard deviation (σ) of 0.795, where
the answers tend to consolidate in 2 to "Almost Always", suggesting that students in a
general way consider necessary the frequent use of ICT for training in the subject of
entrepreneurship and management. In Figure 2b, the distribution of frequencies is
skewed to the right (positive skew) with a mean (µ) of 1.69 and a standard deviation (σ)
of 0.809, where the responses tend to consolidate in 1 to "Always", suggesting that
19
38
59
12 5
Siempre Casi Siempre A Veces Casi Nunca Nunca
Frequency
Class
Technological tools in the development of skills and abilities in the subject of Entrepreneurship and Management.
Espirales. Revista multidisciplinaria de investigación científica, Vol. 8, No. 48
January - March 2024 e-ISSN 2550-6862. pp 22-39
26
students generally consider that the frequent use of technological tools gives an
advantage in the search for new markets.
Figure 2.
(a) Use of technological tools for the development of the Entrepreneurship
and Management subject. (b) Technology providing advantages for the search for new
markets.
As can be seen in Figure 3a, on this occasion the frequency distribution presented a
positive bias with a mean (µ) of 1.89 and a standard deviation (σ) of 0.867, where the
answers tend to consolidate in 2 to "Almost always", which suggests that, in general,
the students consider that they agree with the automation of processes in an enterprise
through technology. In the frequency of Figure 3b, it can be considered that, the highest
frequency percentages correspond in 1 to "Always" with 33.08% and to "Almost
always" with 31.58%, presenting a tendency to the use of Social Networks by
approximately two thirds of the participants, likewise, 24.08% use it "Sometimes",
which suggests that, there is a general interest in the use of this technological tool.
However, the percentage frequencies present a standard deviation (σ) of 1.058 showing
a slight decrease in the consolidation of the responses.
44
55
32
2 0
Siempre Casi Siempre A Veces Casi Nunca Nunca
Frequency
Class
67
43
20 3 0
Siempre Casi Siempre A Veces Casi Nunca Nunca
Frequency
Class
Ana Lucía Tacan Meneses, Ember Geovanny Zumba Novay, Norma Patricia Ulloa Yuve, Sandra Paulina Porras
Pumalema
Espirales. Revista multidisciplinaria de investigación científica, Vol. 8, No. 48
January - March 2024 e-ISSN 2550-6862. pp 21-39
27
Figure 3.
(a) Automation of processes in an enterprise through technology. (b)
Frequency of use of Virtual Classrooms.
In Figure 4a, it can be seen that the highest frequencies belong in 3 to "Sometimes"
with 33.83% and in 2 to "Almost never" with 24.81%, where it is visualized that the use
of applications to create webs is not very common, likewise, 21.05% use it in 2 to
"Almost always" being the third predominant percentage. This suggests an infrequent
knowledge or interest in the use of this technological tool. However, the standard
deviation (σ) is 1.113 which suggests a decrease in the consolidation of responses, i.e.
there is deviation with respect to the mean of 3.20. As can be seen in Figure 4b, the
highest percentages correspond in 3 to "Sometimes" with 33.83% and in 4 to "Almost
never" with 30.08%, where it is observed that the use of forms is uncommon, likewise,
24.06% use it in 2 to "Almost always" being the third predominant percentage. This
suggests, in general terms, an infrequent knowledge or interest in the use of this
technological tool. However, the standard deviation (σ) is 1.008, showing a decrease in
the consolidation of responses, i.e. there is a deviation with respect to the mean of 2.88.
50
54
25
2 2
Siempre Casi Siempre A Veces Casi Nunca Nunca
Frequency
Class
19
43
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21
6
Siempre Casi Siempre A Veces Casi Nunca Nunca
Frequency
Class
Technological tools in the development of skills and abilities in the subject of Entrepreneurship and Management.
Espirales. Revista multidisciplinaria de investigación científica, Vol. 8, No. 48
January - March 2024 e-ISSN 2550-6862. pp 22-39
28
Figure 4.
(a) Frequency of use of applications to create Webs. (b) Frequency of use to
create digital forms.
As can be seen in Figure 5a, the highest frequency percentages correspond in 3 to
"Almost always" with 32.33% and in 1 to "Always" with 29.32%, where it is observed
that the Advertising Design is common, likewise, 27.82% use it in 3 to "Sometimes"
being the third predominant percentage. This suggests that there is a frequent
knowledge or interest in the use of these technological tools. However, the standard
deviation (σ) is 1.049 showing a decrease in the consolidation of responses, i.e. there is
a deviation from the mean of 2.23. It can be seen in Figure 5b that the highest
percentages obtained correspond in 4 to "Almost never" with 24.81% and in 3 to
8
28
45
33
19
Siempre Casi Siempre A Veces Casi Nunca Nunca
Frequency
Class
8
28
45
33
19
Siempre Casi Siempre A Veces Casi Nunca Nunca
Frequency
Class
14
32
45
40
2
Siempre Casi Siempre A Veces Casi Nunca Nunca
Frequency
Class
Ana Lucía Tacan Meneses, Ember Geovanny Zumba Novay, Norma Patricia Ulloa Yuve, Sandra Paulina Porras
Pumalema
Espirales. Revista multidisciplinaria de investigación científica, Vol. 8, No. 48
January - March 2024 e-ISSN 2550-6862. pp 21-39
29
"Sometimes" with 24.06%, where it is observed that Web analytics is not common,
likewise, 21.05% use it in 5 to "Never" being the third predominant percentage,
together with 2 to "Almost always". This suggests that there is an infrequent knowledge
or interest in the use of these technologies. However, the standard deviation (σ) is 1.263,
which suggests a decrease in the consolidation of responses, i.e. there is a deviation
from the mean of 3.28.
Figure 5.
(a) Frequency of use of technological tools for an Advertising Design. (b)
Frequency of use of Web Analytics.
Surveys on entrepreneurship and management skills and abilities
The results of the surveys to the same students in relation to skills and abilities in
entrepreneurship and management are shown below. Figure 6 shows that the
frequencies are skewed to the right (positive bias) with a mean (µ) of 1.71 and a standard
deviation (σ) of 0.886, where it is observed that the answers tend to consolidate in 1 to
"Always". This suggests that, students generally consider that teaching through new
technologies will be able to improve their entrepreneurial skills and abilities.
39
43
37
10 4
Siempre Casi Siempre A Veces Casi Nunca Nunca
Frequency
Class
12
28
32
33
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Siempre Casi Siempre A Veces Casi Nunca Nunca
Frequency
Class
Technological tools in the development of skills and abilities in the subject of Entrepreneurship and Management.
Espirales. Revista multidisciplinaria de investigación científica, Vol. 8, No. 48
January - March 2024 e-ISSN 2550-6862. pp 22-39
30
Figure 6.
Teaching through new technologies improves skills and abilities.
Figure 7a shows that the distribution of frequencies is positively skewed with a mean (µ)
of 1.77 and a standard deviation (σ) of 0.794, where it is observed that the responses
tend to consolidate in 1 to "Always". This suggests that, students consider that new
technologies could develop their ability to innovate. In Figure 7b you can observe that
the frequency distribution is positively skewed with a mean (µ) of 1.54 and a standard
deviation (σ) of 0.713, where it is observed that the responses tend to consolidate at 1
to "Always". This suggests that, students consider that digital marketing facilitates the
promotion of a venture.
Figure 7.
(a) New technologies develop the ability to innovate new ventures. (b) Digital
marketing facilitates the promotion of a venture.
69
41
17 5 1
Siempre Casi Siempre A Veces Casi Nunca Nunca
Frequency
Class
57
52
21
3 0
Siempre Casi Siempre A Veces Casi Nunca Nunca
Frequency
Class
Ana Lucía Tacan Meneses, Ember Geovanny Zumba Novay, Norma Patricia Ulloa Yuve, Sandra Paulina Porras
Pumalema
Espirales. Revista multidisciplinaria de investigación científica, Vol. 8, No. 48
January - March 2024 e-ISSN 2550-6862. pp 21-39
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In Figure 8a it can be observed that, the distribution of frequencies is positively skewed
with a mean (µ) of 1.74 and a standard deviation (σ) of 0.816, where it can be observed
that, the responses tend to consolidate in 1 to "Always". This suggests that, students
consider that technological tools allow customizing services or products. Figure 8b
shows that, frequency distribution is positively skewed with a mean (µ) of 1.99 and a
standard deviation (σ) of 0.917, where it can be observed that, responses tend to
consolidate in 2 to "Almost always". Indicating that students consider that having an
interactive virtual learning classroom would facilitate the development of skills in the
subject of entrepreneurship and management.
Figure 8. (
a) Technological tools allow the customization of services or products offered
by an enterprise. (b) Interactive virtual learning classroom facilitates the development of
skills in the subject of entrepreneurship and management.
77
41
14 1 0
Siempre Casi Siempre A Veces Casi Nunca Nunca
Frequency
Class
60
53
16
3 1
Siempre Casi Siempre A Veces Casi Nunca Nunca
Frequency
Class
Technological tools in the development of skills and abilities in the subject of Entrepreneurship and Management.
Espirales. Revista multidisciplinaria de investigación científica, Vol. 8, No. 48
January - March 2024 e-ISSN 2550-6862. pp 22-39
32
Figure 9a shows that the distribution of frequencies is positively skewed with a mean (µ)
of 1.92 and a standard deviation (σ) of 0.993, where it can be seen that the answers
tend to consolidate in 1 to "Always". This suggests that, students consider
implementing a virtual classroom for third baccalaureate students focused on the
communicational plan and promotion of an entrepreneurship. In the pie chart
represented in Figure 9b, it can be seen that there is a frequent knowledge or interest
in technological tools for Advertising Design, Promotion and Market Segmentation, with
a standard deviation (σ) of 0.873, which suggests a consolidation of the participants'
responses with respect to the mean of 2.89.}
As can be seen in Figure 10, each question had a different level of incidence to explain
the behavior of each unobserved latent variable (factor). Thus, it was possible to identify
that the questions: "Does digital marketing facilitate the promotion of a venture" and
"Do technological tools allow customizing services or products offered by a venture?";
are the ones that most allow evaluating the level of development of skills and abilities
achieved through ICT, while a correct assessment of the tools for: Advertising Design
(Canvas, Photopea, Photoshop, among others), Presentations (PowerPoint, Prezi, Issuu
among others) Applications to create webs (Blogs, Wiks, Sites, Wordpress, among
others), allow to explain the importance of the use of ICT in the teaching of the subject
of management and entrepreneurship.
Taking into account the incidence of each question obtained through the CFA, the
mathematical model of the instrument was obtained, which allowed an adequate
weighting of the scores assigned to each participant in the instrument in the two factors:
importance of ICTs and development of skills.
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Finally, using the mathematical model of equations 1 and 2, the scores for each factor
were obtained for each user, which were structured in a new database for the execution
45
53
28
5 2
Siempre Casi Siempre A Veces Casi Nunca Nunca
Frequency
Class
Ana Lucía Tacan Meneses, Ember Geovanny Zumba Novay, Norma Patricia Ulloa Yuve, Sandra Paulina Porras
Pumalema
Espirales. Revista multidisciplinaria de investigación científica, Vol. 8, No. 48
January - March 2024 e-ISSN 2550-6862. pp 21-39
33
of a test of differences to identify the problems related to the use of ICT in the execution
of the subject of entrepreneurship and management. For this purpose, the Mann-
Whitney U test was selected as a posteriori mechanism of unpaired comparison for the
two types of scores obtained. As can be seen, when contrasting the scores obtained for
each factor, it was possible to identify a significant difference between the students'
perception of the importance of ICT use and the level of development of skills and
abilities reported by them. As can be seen, a p-value of 2.2e-16 was reached, which
shows that, at an inferential level, the students scored the importance of the use of ICT
in the teaching of the subject highly; however, their level of development of skills and
abilities is low.
Through the application of qualitative and quantitative instruments, similar to what has
been observed in studies by (Guevara-Vega et al., 2020; Imbaquingo et al., 2019;
Jácome-Ortega et al., 2019), it could be observed that the application of a statistical-
inferential protocol allowed to accurately determine the most appropriate components,
tools and technologies to build an effective virtual classroom proposal that allows to
contribute to the improvement of the teaching-learning process of the entrepreneurship
and management subject. That is to say, by executing an inferential statistical protocol,
it is possible to proceed with a good level of a-priori certainty that is supported by an
almost non-existent probability of occurrence of the null hypothesis, which guarantees
the success of the designed proposal. This could be ratified at the time of evaluating
the designed proposal, which proved to be so effective that, with only the application
of the proposed strategy during one curricular unit, it was able to significantly improve
the students' skill level in: the use of ICT, logo creation, creation of digital
advertisements, creation of entrepreneurship posts, creation of web pages, service
offering and creation of digital content for entrepreneurship. Thus, as expected, the
proposal has proven to be effective and thanks to an appropriate sampling protocol it
can be inferred that this behavior can be extrapolated to any institution in the area,
where it is expected to obtain similar results to those observed in the Tulcán Educational
Unit.
In addition, the results observed in the present study are in agreement with those
detailed in (Argandoña-Mendoza et al., 2020; Martínez and Cobo, 2021).The
implementation of ICT in the teaching of the discipline of entrepreneurship, when done
in an appropriate manner, has a high potential to facilitate the improvement of
meaningful learning in students, since this particular subject requires a great deal of
motivation in the student, which, as seen in this research, can be considerably enhanced
through the use of contemporary practical tools such as Google Sites, thus promoting
interactivity and bringing students closer to the digital tools that they themselves can
use to develop any venture that is to their liking.
Scagliusi (2023), emphasizes that communication, interaction and collaboration using
digital platforms favor the success and permanence of the business in a market. The
evolution of technology in the commercial field gives rise to new markets and the
generation of new possibilities for digital entrepreneurship, making it urgent and
imperative to implement digital teaching processes within educational centers to guide
Technological tools in the development of skills and abilities in the subject of Entrepreneurship and Management.
Espirales. Revista multidisciplinaria de investigación científica, Vol. 8, No. 48
January - March 2024 e-ISSN 2550-6862. pp 22-39
34
future innovative entrepreneurs in a virtual world. Vélez et al. (2020) note that education
in the context of entrepreneurship improves practical administrative, creative and
innovative skills and the values associated with entrepreneurship.
Different technology tools have an impact on students' perceptions of their overall
learning, expected job performance, and employability. Educators use few educational
technology tools in this era of rapid innovation to support learning (Clarke et al., 2001).
In line with the above students who possess marketable skills become more competent
and can better apply their knowledge and grow a business. As a result, students who
possess business skills are more employable and benefit the workforce, the community,
and the national economy. To better prepare students for business development as an
essential component of the educational process, the quality of education in today's
context must include other indicators such as e-learning skills (Bellotti et al., 2020).
A major challenge for the modern knowledge society is that while entrepreneurship and
management are essential and crucial components of modern societies, their use as a
tool to help students learn basic concepts through practice is also putting new pressure
on the global economy. On the other hand, entrepreneurship and management can
promote social cohesion and increase employment, financial reward and job
satisfaction. When it comes to strategic levels, entrepreneurship education rarely
receives sufficient attention and is still considered relatively young (Salinas and Gómez,
2015)..
New teaching methods and pedagogies are being developed within the field of
entrepreneurship education, which is altering the way society's educational system
responds to these changes. This will enable management and entrepreneurship
educators to share concepts that support learning (Ratten and Usmanij 2021).
In accordance with the report of the Digital Education Agency for the year 2021 - 2025,
it indicates that 70.7% of the Ecuadorian population has access to the Internet from any
device and there is a digital gap of 29.30%. (Guaña et al., 2015; Madrid, 2019). This
indicates that we are currently living in a global technological era, where traditional
teaching techniques are ineffective (Antonio et al., 2018; Madrid, 2019). (Antonio et al.,
2018; Aguilar et al., 2019; Latorre et al., 2019).. Today, educational activities have
become sustainable in virtually all environments and under all conditions.
Meneses et al. (2023)emphasize that education is democratized through the use of
technological tools since information, virtual environments and pedagogy are managed
in the educational system. Although some technological tools are handled in an
intermediate way, many tools are still in a low state of development (interactive
presentations, videos, audios, gamification), so educational institutions should
concentrate their efforts on developing these tools .After overcoming two years of
pandemic, current education encourages to face new challenges, reflect on the
difficulties and continue in the search for educational strategies that enable educational
inclusion and equity (Sáez, 2018; Jiménez, 2020).
Ana Lucía Tacan Meneses, Ember Geovanny Zumba Novay, Norma Patricia Ulloa Yuve, Sandra Paulina Porras
Pumalema
Espirales. Revista multidisciplinaria de investigación científica, Vol. 8, No. 48
January - March 2024 e-ISSN 2550-6862. pp 21-39
35
Conclusions
This study explored the use of technological tools in the development of skills and
abilities in the subject of Entrepreneurship and Management applied to third year high
school students, under a mixed approach research study. In the quantitative aspect, a
survey was carried out with people linked to the subject of Entrepreneurship and
Management, whose results allowed identifying and evidencing the significant
differences between a low level of development of skills and abilities, and the high
importance of implementing ICT in the subject. On the other hand, the qualitative
analysis based on interviews applied to experts made it possible to identify the needs
that the virtual classroom proposal and its main contents contribute to solve.
From the proposal it can be concluded that the virtual classroom designed was
articulated to the needs of students, teachers and the curriculum of entrepreneurship
and management of Third Baccalaureate, motivating students to develop their
creativity, imagination, curiosity and challenge. Through the technological tool Google
Site they helped students to create web pages, where they published their products,
reflecting that essential spirit for entrepreneurship.
It is recommended that educational institutions implement strategies to strengthen
training programs in technological tools for technical subjects, especially in the area of
entrepreneurship and management. In addition, it is suggested to use free access tools
that last over time, such as Moodle, which will facilitate that the proposal can be easily
implemented in several institutions.
..........................................................................................................
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