Mexico, like other developing countries, have made numerous efforts to promote the use of ICT in education systems enabling their students develop the competency necessary to attach to the knowledge society. From the international benchmarks such as PISA OECD or national organizations such as the INEE allowed to determine the impact in areas such as science and mathematics; However, despite these efforts, there have been investigations that account for factors impeding the integration of ICT. This article discusses the factors that impede such integration in secondary schools in the municipality of Merida addressed. For this, the work was developed in two stages: Implementing an opinion questionnaire provided the ICT competency of teachers; and empowering spaces for group and individual reflection in expressing their views and experiences in their practice. The factors identified in this research will allow the development of proposals to mitigate the negative impact from high school students to build their learning by supporting technology thus reversing the reference indicators used in this research as well as other variables affect the integration of ICT in the classroom.
