Perceptions on the integration of technology in the intervention of differentiated learning

Abstract

Educational technology has established itself as a fundamental element in the transformation of pedagogical practices, specifically when addressing differentiated learning. Its implementation allows for personalized educational processes, adapting to the rhythms, interests, and learning styles of each student, promoting inclusive and innovative environments. Therefore, the study aimed to explore the perception and use of technology by families, teachers, and school support center managers. Using a qualitative approach and the interpretive phenomenological paradigm, semi-structured interviews were conducted with 27 participants selected through convenience sampling. These interviews allowed us to identify techno-pedagogical practices, forms of didactic innovation, and resistance to the use of digital tools. The results indicate that social media and digital platforms are actively used as means of updating and monitoring, highlighting their usefulness by families for accessing adapted content. Teachers state that they use them to share strategies and resources. However, resistance persists related to generational gaps, technological limitations, and traditional conceptions of teaching. It is concluded that the inclusion of technology in differentiated learning will only be effective if a shared vision is articulated among educational stakeholders, promoting learning communities that recognize this means of intervention.