Technology integration in indigenous schools without Internet access.

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Bibliographic Details
Title:	Technology integration in indigenous schools without Internet access.
Authors:	Rocha-Castillo, Sofía¹, Pasquel-López, Cynthia¹, Heredia-Escorza, Yolanda¹ yheredia@tec.mx
Source:	Contemporary Educational Technology. Apr2025, Vol. 17 Issue 2, p1-18. 18p.
Subject Terms:	Teacher development, Educational technology, Active listening, Assessment of education, Information & communication technologies
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. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
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. [ABSTRACT FROM AUTHOR]
ISSN:	1309517X
DOI:	10.30935/cedtech/15945