Abstract:

Traditionally, it is considered that there are factors that facilitate educational innovation such as: organizational culture, willingness to change, the connection with the user requirements, the existence of individuals or entrepreneurs groups and the ease of exchange and contrast.

Besides, communication and ICT are relevant in innovation processes in organizations, since they are vital in everyday relationships, and, similarly, in schools where people interact daily and it is intended to ensure a good future for the organization.

In schools, the existence of good communication and the use of ICT is undoubtedly a factor of great weight for the integration of teaching innovative projects and programs. A good communication ensures the dissemination of educational innovation processes adopted by the teachers and the coordination between centers. It´s relevant to improve teaching practice.

Today, communication is being recognized as a key variable for those who lead organizations. Communication is an ally to achieve strategic objectives in changing situations. Communication and the ICT play a key role in the processes of educational innovation.

It is unquestionable that the media are very important in the learning process. They activate the ability to understand and redefine the way in what people communicate. They introduce changes in education. The incorporation of innovative materials, ICT, courses and communication activities, and the use of the media to extract information, are very important.

The secondary schools are organized through a model based on the participation and collaboration of its component, coordinating the actions of different people in order to achieve the proposed educational objectives.

Therefore, the optimal operation of a secondary school is closely related to communication processes taking place in this organization.

This paper studies the communication processes, the ICT in educational organizations and its influence on teaching innovation projects.
A questionnaire has been developed as a tool to gather information based on the literature review and the objectives of our research. This instrument consists of a set of short questions and meaningful content divided into specific dimensions and Research questions in relation to the theoretical framework.

Information obtained from the questionnaire of the studied secondary schools was tabulated and classified.

Results are obtained in terms of the personal characteristics of the professionals who have a higher propensity for communication of the teaching innovation projects. Media and communication channels used in secondary schools to spread the teaching innovation projects are studied. Supports or conventional tools and new technologies for communication in educational organizations are also analyzed.

Based on the data analyzed in this study it is showed that there isn´t a predefined group of professionals with some common personal characteristics (gender, professional category in the center, specialty, type of education it imparts) who are more prone to communication of teaching innovation projects.

Keywords:

Communication, ICT, teaching innovation projects and programs, innovation, secondary school, educational organizations.