Use of technological tools by teachers in university educational institutions

The performance of students and teachers today takes on new approaches with the incorporation of technologies, especially through the use of technological tools that constitute effective responses to address personal concerns, as well as the demands coming from the academic context. This research was completed following the objective of analyzing the use of technological tools by teachers in university institutions in the state of Zulia, Venezuela, highlighting the support derived for the achievement of significant learning in students, as well as the strengthening of their own training. Among the theoretical references, the following stand out: Salazar (2022), Martinez and Alemany (2022), Rodriguez et al. (2021), Quispe (2021), Vieyra (2021), Castro and Franco (2019) among others. Positivist epistemology was assumed with quantitative methodology, a type of descriptive research with a nonexperimental, transectional, field design. The population was made up of twenty-seven teachers and twenty-seven students from the universities of Zulia and UNERMB. The data were collected through a questionnaire with expert judgment validity and reliability of r= 0.97. The statistical analysis technique applied was the ANOVA analysis of variances. The results express weaknesses in the use of technological tools by the teacher, therefore, the incorporation of novel ways of learning is limited. It is concluded that the teacher maintains performance under routine and demotivating methodologies, which is why he fails to support the protagonist construction of knowledge and learning in the students.