Sofía Rocha-Castillo ¹, Cynthia Pasquel-López ^{1 *} , Yolanda Heredia-Escorza ^{1 *}

CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep566

https://doi.org/10.30935/cedtech/15945

Submitted: 21 August 2024, Published Online: 11 February 2025

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Abstract

Evidence indicates that the integration of information and communication technologies (ICT) in education improves knowledge acquisition, reduces socioeconomic disparities, fosters autonomous learning, and develops problem-solving and collaboration skills. Teachers and their professional development play a crucial role in facilitating an effective process and redefining perceptions of ICT in education. The study aimed to examine the implementation of a technological integration initiative in rural, indigenous, bilingual, and multi-grade elementary schools in Chiapas. The study used an action research approach and considered a social intervention. The participants were 166 students from 1-6 grades of primary school, some in single grade, others in multi-grade, and six teachers. We use a variety of action research techniques: participant observation, active listening, in-depth interviews, and teacher surveys. The results suggest that the acceptance and application of educational technology vary among teachers, showing an inconsistent level of adoption at the pedagogical level. It was revealed that, although the integration of technological tools in pedagogical practices tends to be positively accepted, in this case, it has not been fully assimilated with the ease, naturalness, and enthusiasm expected in its daily application. The implementation of this initiative demonstrates the importance of adapting educational innovation projects to the specific needs and characteristics of communities to develop culturally relevant projects.

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