The present data investigates the significance of Information and Communication Technologies (ICT) in the execution of the distance education initiative "I Learn at Home" in Peru, which was formulated in response to the COVID-19 pandemic. The principal aim was to identify and assess the pedagogical integration of ICT by educators within the Local Educational Management Unit (UGEL) of Chiclayo, Peru. The study employed a quantitative descriptive methodology characterized by a non-experimental design. A stratified sampling technique was utilized to select 305 educators from the preschool, primary, and secondary educational tiers, drawn from a total population of 6,111. Online questionnaires were used to collect data on the pedagogical and technological use of ICT, which were analyzed using SPSS software. The study revealed that 92.1% of the teachers planned their learning sessions using the "I Learn at Home" strategy. However, significant deficiencies were identified in teacher training and access to technological resources, particularly in rural areas. No significant differences were found in the pedagogical use of ICT between genders or between urban and rural areas. The study concluded that although teachers have adopted the use of ICT, there are critical limitations that impact the effectiveness of distance education, highlighting the need for continuous training and improvement in technological infrastructure.