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Technology Integration in Indigenous Schools without Internet Access

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Title: Technology Integration in Indigenous Schools without Internet Access
Language: English
Authors: Sofía Rocha-Castillo (ORCID 0009-0006-1904-0792), Cynthia Pasquel-López (ORCID 0000-0001-7409-3527), Yolanda Heredia-Escorza (ORCID 0000-0001-7300-1918)
Source: Contemporary Educational Technology. 2025 17(2):566.
Availability: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Technology Integration, Information Technology, Indigenous Populations, Elementary School Students, Rural Schools, Action Research, Teacher Attitudes, Internet, Barriers, Educational Innovation, Culturally Relevant Education, Foreign Countries, Rural Education, Bilingual Education, Usability, Student Attitudes, Satisfaction
Geographic Terms: Mexico
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470044
Database: ERIC
FullText Links:
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  Data: Technology Integration in Indigenous Schools without Internet Access
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  Data: <searchLink fieldCode="AR" term="%22Sofía+Rocha-Castillo%22">Sofía Rocha-Castillo</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-1904-0792">0009-0006-1904-0792</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cynthia+Pasquel-López%22">Cynthia Pasquel-López</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7409-3527">0000-0001-7409-3527</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yolanda+Heredia-Escorza%22">Yolanda Heredia-Escorza</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7300-1918">0000-0001-7300-1918</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Contemporary+Educational+Technology%22"><i>Contemporary Educational Technology</i></searchLink>. 2025 17(2):566.
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  Data: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
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  Data: 18
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  Data: <searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink>
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  Data: 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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  Data: EJ1470044
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 566
    Subjects:
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Information Technology
        Type: general
      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Action Research
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Internet
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Educational Innovation
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Rural Education
        Type: general
      – SubjectFull: Bilingual Education
        Type: general
      – SubjectFull: Usability
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Satisfaction
        Type: general
      – SubjectFull: Mexico
        Type: general
    Titles:
      – TitleFull: Technology Integration in Indigenous Schools without Internet Access
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            NameFull: Sofía Rocha-Castillo
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            NameFull: Cynthia Pasquel-López
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            NameFull: Yolanda Heredia-Escorza
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              Y: 2025
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