Integration of educational technology into elementary education pedagogical practices

Abstract

This study aimed to identify pedagogical practices and the integration of technology in basic education in northeastern Mexico, exploring the perceptions and experiences of teachers in public and private contexts. A qualitative approach with an interpretive phenomenological design of descriptive scope was adopted to understand how teachers conceive of, use, and appropriate educational technology in their professional practice. Data collection was carried out through semi-structured interviews with twelve teachers selected by non-probability convenience sampling, considering accessibility, the organization of activities, and willingness to participate. The analyses were structured around three emerging categories: social representations of educational technology, teacher professional development and training related to educational technology, and immediate impacts and challenges in basic education in northeastern Mexico. In the first category, teachers perceive educational technology as a symbol of innovation and modernity that expands teaching and learning possibilities. The second category reveals a genuine interest in professional development and training. The third category demonstrates that technological changes are driving imminent transformations in teaching methods. The findings show that the integration of educational technology is a dynamic process that goes beyond the use of devices, involving a pedagogical and cultural reconstruction of teaching. This study provides evidence on the importance of ongoing professional development and critical reflection in the incorporation of technology, offering input for designing educational strategies that prepare students for the challenges of a constantly evolving digital society.