The article presents an account of an evaluation that supported by an ethnographic observation strategy, delves into the use given to technology resources in the classroom and its effects on the students learning. Based on the framework of effective teaching, it uses a typology structured on three axes: purpose of education, use of ICT and impact on students. Through this strategy it describes, analyses and characterizes the educational process that incorporates ICT and their impact on the appropriation of concepts, contents, and stimulation of skills and required attitudes to achieve the sought-after learning. The type of information and reported results, allows to offer suggestions for educational policy in relation to teacher training and the initiatives to promote innovation projects in schools, at the same time that integrating ICT in the curriculum, showing the role that can be played by principals, directive teaches and external agents linked to school units for the management and analysis of the use of new technologies in the educational processes.

Evaluation, pedagogical process, use of ICT, effective teaching.