Objective:

To characterize the technological resources used by 10 professors who teach mathematics in industrial engineering and mechatronics programs at a Higher Education Institution (IES) in Barranquilla-Colombia during the Covid-19 pandemic.

Methodology:

This research was carried out under a qualitative approach and descriptive design, it was based on the subdomains technological knowledge of the content, technological knowledge and pedagogical technological knowledge of the teacher proposed in the TPACK model. Information was collected using instruments validated by the Delphi method such as virtual interviews and telephone calls. Next, aspects that gather the teacher's practice with respect to the use of technological resources used, knowledge and training of virtual education were transcribed in detail.

Results:

Significant findings were the reluctance to use technologies by the participants, little use of blackboards such as Idroop and Openboard, little training in specialized mathematics software such as GeoGebra, Geo TIC, Cabri, Matlab, among others. What limited the teaching process of the subjects (calculus I, calculus II, linear algebra, differential equations and numerical methods).

Conclusion:

It was concluded that due to the scarce interaction of teachers and students and that it led to the little pedagogical connotation that they attribute to the use of technological resources in their classes.